| What do pupils understand about the criteria for good work? |
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Research taster
Many pupils have little or even no understanding of what precisely makes work “good”. Pupils often think that “working harder” involves superficial issues perpetuated by teachers’ responses in lesson time, along the lines of talking less, completing work on time and presenting it neatly.
Your evidence
To help students understand the criteria for good work it is first important to make clear to them how they can analyse their own work. You might want to find a way to do this informally, e.g., when a story is brought for marking a student can be asked for his or her opinion on it. Or you may wish to be more formal, perhaps by asking pupils to fill in a comment form at the completion of a project to indicate what they had liked best/least about it, what they had found easy/difficult about it, what they had learned from it (content and skills), what they think they need to practise more or try harder at etc. Alternatively, if the children can write freely, you could ask them to keep a journal in which they can review their achievements on a regular basis. You can then use comment forms or journals to help you identify misunderstandings or areas where more clarification is needed. Taken from Reflective Activity 5-2b Moving forward This is perhaps one of the most important aspects of pupil voice as a topic. If pupils can be properly informed about the criteria for good work there can be a serious effect on most of their school life. You might want to find ways of looking into pupils’ ideas about assessment criteria to help them in re-examining different aspects of their work. How can you do this in such a way that they are still working out for themselves how to improve their work? Find out more: A TLRP Research Brief on pupil voice at: http://www.tlrp.org/pub/documents/no5_ruddock.pdf A GTC Research of the Month summary on pupil voice at: http://www.gtce.org.uk/policyandresearch/research/ROMtopics/pupilvoice/ |
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