Listen Louder

Amplifying Student Voice in Math Self-Assessment Through Technology


2017 Ministry of Education TLLP ~ #ListenLouderTLLP

Listen Louder TLLP Intro Video.mov

As a team, we hope that students have internalized the big ideas that we were focusing upon with our action research this year. Specifically:

  • Focus on feedback for learning (not necessarily grades)
  • Know that their voice matters in their learning and they should advocate for ways to show their best learning
  • Take risks

We are exploring how teachers can amplify student voice in classrooms by providing students with choice in the digital tools they use to show what they know. Specifically we will examine how the use of reflection frameworks (four key questions) and single-point rubrics can improve student meta-cognition in all elementary divisions. We know that creating capacity for effective self-assessment will take time, scaffolding and a lot of learning along the way, but we endeavour to show that it builds towards an effective 21st Century learner who understands that their own voice is crucial when discussing strengths, weaknesses and areas for improvement. How can teachers ‘Listen Louder’?

We are exploring self-assessment as a learning tool (both for ourselves as teachers, but also for our students as learners). Key Action Research Inquiries for our team include:

      • How does the use of reflection frameworks (e.g., single-point rubrics) affect student meta-cognition and teacher practice?
      • What is the relationship between technology and student choice and voice?
      • What promising practices can be identified with regular teacher reflection as part of this learning process?

How can teachers 'Listen Louder' ?

This Thames Valley District School Board TLLP Project Team is lead by Jay Dubois & Aretta Blue.

Meredith Routliffe, Tara McCready and Ashleigh Steele

add their cross-divisional, student-centered teaching expertise to the Project.

OVERALL LEARNING and QUESTIONS

  • Accurate student self-assessment takes explicit teaching and multiple, scaffolded opportunities. Students can improve self-assessment accuracy, but only after many opportunities where the teacher has guided, coached and offered specific feedback on how to reflect properly about meeting or exceeding criteria.
  • Some students naturally have a skill-set, or inner sense of themselves, where self-assessing is meaningful and accurate. Some students are not there yet and reflective practice looks like beginning steps.