# data[].attributes.headline
informal feedback through walking, talking, field trips

# data[].attributes.subject
informal feedback through walking, talking, field trips

# data[].attributes.headline
if assessment is learning, we should help students learn it and then do it themselves. but that needs lots of course hours...

# data[].attributes.subject
if assessment is learning, we should help students learn it and then do it themselves. but that needs lots of course hours...

# data[].attributes.body
Facilitate sessions where students can share their work with each other but also tutors in a comfortable setting (drinking tea for example) where it doesn't feel like a forced presentation but rather an open discussion about ongoing work and ideas.

# data[].attributes.headline
Emojis as an additional tool for assessment – speaking Gen Z language

# data[].attributes.subject
Emojis as an additional tool for assessment – speaking Gen Z language

# data[].attributes.body
What if we focused on assessing learning rather than outcomes or even process?

# data[].attributes.body
The students had to perform a solo improvisation in front of the class. I asked the ‘audience’ to write down 1-3 words or images that came to them while watching.

It didn’t necessarily have to make sense .

At the end the student who just shared had an overall impression of her/his/their performance by the whole group sharing the words and images. It was like a patchwork of words that gave an overall impression.

It felt very compelling and was detached from the sole teacher’s feedback

# data[].attributes.body
Barriers

# data[].attributes.headline
Add your own reflections, ideas and images 

# data[].attributes.subject
Add your own reflections, ideas and images 