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Tearing down the wallpaper: Sharing learning intentions in a meaningful way 

Principal focus of the project

This paper explores why 'learning intentions' - a core aspect of formative assessment - are often treated as 'tokenistic', and how they could be more meaningfully applied.

Areas of learning
What is this about and what were the main findings?

This study investigated whether FE teachers could share learning intentions (LI) in a meaningful way. Using five (L3) learners and three teachers, information was gathered using semi-structured interviews to explore their experiences of an intervention that included learners in a process of sharing LI, co-constructing success criteria (SC), and self-evaluation. Results suggested that the intervention whad been meaningful, with the key being how LI was used, rather than shared. 

Number of participants who worked with the project
0-5
Learners
1
Organisations
2-5
Staff
Name(s) of authors

Anna Copper

Name of associate programmes

ETF/sunCETT MA Short Course, Practitioner Research Programme

Summary

This research considers why 'learning intentions' are frequently shared and displayed, but not utilised, resulting in teachers and learners failing to see their value.