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Extremely important at different stages of the work.
We are all quite 'visual subjects' so it is easy for us to give feedback as we SEE their work every lesson. And can see quick aspects we can help the students improve on.
We find the difference between this and our assessments that are 'essay' based quite different (and harder). Students who USE feedback opportunities well, do well!

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- Peer assessment works well in some subjects.  For example: FAN
- Marking one another's work and discussing solving problems as a group.  It helps them gain confidence.
- Students teaching students benefits everyone.

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Students to set goals for each (SMARTER) unit of work, year
Structural goals are already set
Connection needed between all students and goals/aims of the school
Allowance for individual difference for success and progress of each student
Provide checkpoints
Visible learning
Relevance of learning topics
Explicit teaching of self management skills
Technology either hinders or supports learning

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Self evaluation of students' goals.
Creating ownership - making students aware learning is for their benefit.
Their learning goals should lead towards the goals they set for themselves. So that they 'own' the knowledge and it is not just a quest for credits.
Learning objectives on the board.
Differentiated worksheets in the class for students to self select.
Giving students rubrics to evaluate their learning processes and progress.

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Effective practice in this area:
- Encouraging students to sit and reflect on their external practice exams and evaluate their own work
- Evaluating as you go vs. only at the end of a course
- Working in groups is a great way to incorporate peer evaluation
- Including assessment criteria is helpful so students can evaluate their work individually

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Students are clear about the purpose of the learning and a big picture idea to begin the learning - put the learning in context.

Unpack success criteria and demonstrate to students how to measure themsleves against it. What does that 'look' like in your own work.

Modelling of success and celebration of success as part of class culture.

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I use the concept of hui to collect student reflections of their learning, the project content and delivery of the content. Can be confrontational but students learn to reflect on their learning journey/ progress/ achievement and this create a 'student agency' led environment. This type of feedback activity has enabled me to create student led programmes in Fashion and Design.

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- Success criteria is often embedded into our science work we have set up - we should be focusing on explaining each lesson what specific things students should be walking out with, and how they can see themselves being successful.

- Framing 'what we are doing and why we are doing it' is essential for the kids to see value and purpose in the learning

- We are naturally very good at this for assessment emphasising on A/M/E but perhaps we should be more focused in this area for daily learning tasks.

- Unpacking standards by getting students to work through mark schedules and marking exemplars.

- Sometimes the success criteria should be the focus only at the end of the lesson, so students get an element of discovery and exploration into the learning. Then breaking down how they could have been successful at the end.

- Getting students to self-asses at the end of lesson could be as simple as a 'thumbs up and thumbs down' but could also be a check box to show progress and success of learning over time.

- Having clear success criteria visible to juniors at the beginning of a lesson or at the start of a task to help the understand the purpose and the key things they should be walking away with

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Providing a framework but not a straight answer

Provide scaffolding so students can effectively follow the exemplars

Having an example of what good looks like to start with can be helpful

Provide an example and use it as a teaching tool, deconstruct it and get students to say why it is a good exemplar.

Using a loom to demonstrate and talk through why a successful product is successful .

Get students to mark work and grade it.

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Effective practice in this area...
- Students need to see exemplars or they are unable to visualise/understand what success/quality might look like.
- Making sure to show a high quality example (i.e. not just a "passing" grade) allows them to strive for success.
- Being realistic about the challenges of the task by doing it with students can demonstrate your own ability as a realistic goal. Modelling learning.
- Importance of drafting and revising - not accepting the first product, but re-working assessment material & embedding revising as part of the learning process.
- Looking at past exam exemplars and unpacking these. Students and teachers highlighting what parts of these exemplars contributed to the overall grade.
- Students should not usually be surprised by their grade, as they have been engaging with the revising/drafting process, the assessment criteria, and exemplars etc.