Which words and why?: An exploration of how teachers' use of metatalk while modelling writing composition can support children's awareness and justifi

Lead Research Organisation: University of Exeter
Department Name: Sch of Education and Lifelong Learning

Abstract

Skills' in primary education.

The proposed research would primarily seek to assess the possibility of creating a formative assessment framework for tracking the progress of 'Learning Skills' (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. Consequently, the core aim of the research is to create a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years. Four possible research questions are outlined below:

1. Is it possible to create a formative assessment framework for learning skills that teachers and children find useful?

2. If a framework is to be useful to teachers and children, what approach to formative assessment should it adopt?

3. Can a formative assessment framework support teachers to develop children's self-assessment of their learning skills?

4. Can a formative assessment framework be used to inform track, support and inform planning for the progression of 'Learning Skills' in primary education?

Publications

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Studentship Projects

Project Reference Relationship Related To Start End Student Name
ES/P000630/1 01/10/2017 30/09/2027
1606176 Studentship ES/P000630/1 01/10/2015 26/12/2024 Daniel Northover