Collaborative Inquiry Project –
Full-Day Kindergarten (FDK)
Board-Developed Inquiry Question Board-Developed Inquiry Question

How do process-oriented learning goals provide opportunities for students to demonstrate peer and self-assessment?

Kawartha Pine Ridge District School Board

Reflecting on the Learning Reflecting on the Learning

"A child should have power over his or her own education. I do not mean a child should choose what he/she will or will not learn, but that they need to be part of the conversation of learning. We create learning opportunities and engage our students in the definition of what it is they will learn. We give voice in their learning by listening to their interpretation of their work and others and where they believe their learning is taking them. Our voice matters in all of this, but so does theirs."

"Involving children in creation of success criteria helps me to understand how they perceive the learning goal. I must listen and respond to their learning needs with an understanding of where they are and where they will be going in their learning. At this point, the students then become my teacher and learning becomes an interaction."

"…to listen to students peer assess. As it turns out they are doing it all the time. I need to write these instances down and take my finding to my colleagues so that we may ponder how to best support peer assessment with appropriate learning opportunities for their age/stage."

"Cassidy is writing random letters each day. She used to make marks on the page. She is proud of what she is doing. Is she more proud than when she was making marks? She is eager to share her accomplishments. I name and notice. She smiles. Is this enough? She listens and watches peers at the writing table. She gives feedback to others, she looks at her own work. What would a goal look like for her?"

Evidence Evidence



Evidence - Video

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Key Learnings Key Learnings
Students, on an ongoing basis, were assessing themselves and others against criteria that they had helped to co-create. In fact, it was the social and personal development program goals that provided teachers with the opportunity to first see the relationship between sharing clear criteria with students and hearing them use it to monitor themselves and others (e.g., in the coat room areas getting ready for recess and returning to class). As time progressed and patterns emerged around the ways to provide safe, positive and constructive feedback, students began to provide feedback on prior learning goals.

The other realization the team came to is that there is not really one specific time that students are only "assessing". Instead, it is something heard, modeled and experienced all day. It occurs all the time when students are engaged in learning and are being provided a wide variety of feedback types – reflective, immediate, supporting learning, and highlighting success criteria.