4 - Self-assessment

Students as Owners of Learning

Activating students to self-regulate their learning

Increased voice and choice in the MFL classroom increases student engagement and motivation. Self-regulated feedback fosters the willingness and capability to self-assess, develop confidence and independence.

What?

So what does this look like in the MFL classroom?

Below are some strategies that may prompt your thinking.

Traffic Lights

• Using a simple lights system, students indicate whether they understand:
• well (green)
• partially (amber)
• or little (red).
• Through further discussion, students explain what is (and is not) understood and why.
• This, in turn, informs their next actions for learning.

Digital Space for Work

• Students regularly upload items to an online space (e.g. MS OneNote, Google Classroom) to support their own learning.
• Items can be shared with others for feedback and review purposes.
• Students can select their best work for assessment.

Choice Board

• Students are presented with a board of items from which to choose.
• The board might contain a series of texts or activities (audio, written and visual) around a common theme.
• Students choose texts based on their preference, and by doing so, are able to build on their skills and talents.

Are there other approaches that you use?

Now what?

• When planning for learning, how do I consider student interests to support ownership of their learning?
• How do I encourage students to reflect on their learning?
• What strategies do I use to encourage students to reflect upon their learning?

• What structures are in place within my MFL department for how students might reflect on their learning?