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Formative, student centre, appreciative feedback (AfL)

Case Study: HIGH TECH HIGH, SAN DIEGO, CALIFORNIA

DESIGN – Pedagogy – student centred and collaborative

Teachers see their role and purpose as enabling students to become independent, hands on and critical learners. In the classroom their task is to introduce a topic, set the schedule and pull the class to order if need be. Because of the focus on group work and collaboration noise levels could be high. One physics class of fifty students worked in groups on the topic of metamorphosis. They created comic strips showing the processes involved which they swopped with other groups who in turn wrote critical comments on 'post its' and passed on to the next group. A fascinating variety of ideas emerged. Self evaluation is central to this vision of learning and a major part of this is the management of the time needed to complete a project.. Students learn how to be organised and staff are vigilant in ensuring that home work is given in on time and self assessments are completed to schedule. Each student has a digital portfolio with a complete record of what they have achieved, not just in terms of marks but referring to wider goals like 'Habits of Mind' and 'Collaboration'.

Students comments:

"Vision zero is the teachers' vision that no student will fail or have to go to summer school. They help us organise our binders so that nothing is lost. If your .own is organised then you help others."
"Every week the whole week's assignments are up on the board and they are also up on the digital site for us to check"

*see full case studies in the 'Research and Resources' section


Case Study: Stanley Park High School (2015)

Collaboration leading to development underpin the assessment process at Stanley Park High School. Assessments by the teacher, the student or their peers have equal value. Utilising www (what went well) and ebi (even better if), assessment is based on formative principles: it is specific, it is encouraging and it is helpful. Assessment enables young people's learning to be affirmed in a variety of ways; portfolios, exhibitions and presentations are used more regularly than tests, and enjoy parity of esteem. Parents' evenings have been replaced by Student Led Conferences, placing the student at the heart of this reflection rather than isolated non-participant.

*see full Case Study in the 'Research and Resources' section

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