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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.
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Number of participants who worked with the project
0-5
Learners
1
Organisations
2-5
Staff
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.
Resource Type: Research report, Research poster
Audience: Teacher / Lecturer/ Trainer / Tutor