# data[].attributes.body
Setting up an assessment task where students are leading their learning through clear criterion and expectations, and allowing for 1 to 1 conversations directed around the current criterion. The idea is that the 1 to 1 on topic conversations and assessment of process is a collaborative (teacher/student) assessment as opposed to a feedback by teacher task.

Would be valuable in practical development, IA process writing, or ToK writing constructs.

# data[].attributes.headline
Writing Learning Objectives (or outcomes or intentions or goals)

# data[].attributes.subject
Writing Learning Objectives (or outcomes or intentions or goals)

# data[].attributes.body
Source: UDL Tips for Developing Learning Goals

Learning Objectives Key points:

developing flexible and accessible opportunities.

language that is easy for your learners to understand.

Know exactly what they are working to achieve

Sharing the goal in multiple formats

goals support all learners to gain meaningful and challenging learning opportunities

offer flexibility in how learners can work toward the goal

Include opportunities for personal connections to the goals.

Provide models and examples. - Would this be part of the LOs? Where/when would this be sensible in the learning experience to be done?

Assessments & Learning Objectives:

Prepare your assessment with the goals in mind.

What barriers are there in my assessment that may impact my learners’ abilities to show what they know?

Divide large goals into sub-goals or objectives.

# data[].attributes.body
With some additional prompting (ex. number of classes, which specific strands, etc.), Gemini suggested some interesting ideas to offer students for their final products that I will consider using in my next unit..

# data[].attributes.headline
[Music/Band] Added alternate options to Criterion D Evaluation & Reflection assessments

# data[].attributes.subject
[Music/Band] Added alternate options to Criterion D Evaluation & Reflection assessments

# data[].attributes.body
This worked quite well, particularly the "mind map" option as this allowed students to express more ideas using fewer words. Some students extended this by including visual evidence which strengthened their responses.

Next steps: Redesign the assignment template so that it positions all three submission options as equally valid. Try to reduce text on the task sheet.