Generating positive outcomes by Year 5 to 8 priority learners in writing: An inquiry into effective teacher practice
1. Writing: The issue to be addressed Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce (Graham, Capizzi, Harris, Hebert, & Morphy, 2014). Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute […]
Observing assessment for learning (AfL) in action: Piloting an observation schedule to inform teacher assessment learning and research
1. Introduction In New Zealand we lack valid and reliable evidence-based schedules with which to observe teachers’ assessment for learning (AfL) practices. To date, classroom assessment observation schedules have mainly been derived theoretically, used in developing countries with conditions different from New Zealand classrooms (Kanjee & Hopfenbeck, personal communications), or restricted to particular curriculum areas […]