# data[].attributes.body
They are the no.1 critic of their own work.

# data[].attributes.headline
Have completed a certain step/project/work done

# data[].attributes.subject
Have completed a certain step/project/work done

# data[].attributes.headline
Where students demonstrate understanding through spoken, written or artistic representations.

# data[].attributes.subject
Where students demonstrate understanding through spoken, written or artistic representations.

# data[].attributes.headline
The student play in the assessment process by steps moving up to level

# data[].attributes.subject
The student play in the assessment process by steps moving up to level

# data[].attributes.body
Student led/guided criteria shows what they know already and what is important . Teachers models/ guides and student flies.

They can explain or present their findings in a variety of forms. And apply them in suitable situation. Sharing their knowledge shows understanding. Next they can help teach others.

# data[].attributes.body
Setting goal with the student so he knows the assessment process and expectation.

# data[].attributes.headline
Students collectively write their own success criteria and choose what is important to them based on their awareness of prior learning. This happens most frequently and automatically towards the middle and end of the year when the students are confident enough to deal with it. 

# data[].attributes.subject
Students collectively write their own success criteria and choose what is important to them based on their awareness of prior learning. This happens most frequently and automatically towards the middle and end of the year when the students are confident enough to deal with it. 

# data[].attributes.headline
They play a vital role in assessment to enable teachers to make different plans to meet their learning needs

# data[].attributes.subject
They play a vital role in assessment to enable teachers to make different plans to meet their learning needs

# data[].attributes.headline
When they can share their learning with others, show improvement throughout units of study, ask more in depth questions, reflect honestly and explain what they are doing and learning during an activity

# data[].attributes.subject
When they can share their learning with others, show improvement throughout units of study, ask more in depth questions, reflect honestly and explain what they are doing and learning during an activity

# data[].attributes.body
When they talk French [or any other languages] outside the classroom and are willing to teach classmate about what they learned

# data[].attributes.headline
Helps us see find out what the student needs are to plan a lesson with lots of integration. More visual for some.  

# data[].attributes.subject
Helps us see find out what the student needs are to plan a lesson with lots of integration. More visual for some.  

# data[].attributes.headline
I try and choose topics and themes based on their interests. 

# data[].attributes.subject
I try and choose topics and themes based on their interests. 

# data[].attributes.headline
be able to finish their works independently

# data[].attributes.subject
be able to finish their works independently

# data[].attributes.body
When they can share their learning in a student-led conference and 'become the teacher'

# data[].attributes.body
harvest knowledge by asking questions, sharing their thoughts about their friends' work, evaluate their independent work.

# data[].attributes.body
They can explain or present their findings in a variety of forms. And apply them in suitable situation. Sharing their knowledge shows understanding. Next they can help teach others.

# data[].attributes.headline
It shows what the children are good at and what they should need more practice.

# data[].attributes.subject
It shows what the children are good at and what they should need more practice.

# data[].attributes.headline
We assess prior knowledge and use this to drive the direction of learning. 

# data[].attributes.subject
We assess prior knowledge and use this to drive the direction of learning. 

# data[].attributes.body
Needs further work

# data[].attributes.headline
I always try to develop the learner meta cognition so that they can make suitable decisions about learning as they progress.

# data[].attributes.subject
I always try to develop the learner meta cognition so that they can make suitable decisions about learning as they progress.

# data[].attributes.body
Students sometimes contribute to assessment rubrics in IPC

# data[].attributes.headline
when they show they did well in the assessment and in classroom activities.

# data[].attributes.subject
when they show they did well in the assessment and in classroom activities.

# data[].attributes.body
setting goals to meet the assessment expectations

# data[].attributes.body
The students arethe key (center) of the assessment process. Because the teacher will look at the results to know how they inspired their students.

# data[].attributes.body
Students identify their own learning questions, co-construct rubrics and provide peer/self-assessment with feedback.

# data[].attributes.body
Through their oral responses and repetitive actions whenever revisiting the activities

# data[].attributes.headline
They show their ideas with the good knowledge.

# data[].attributes.subject
They show their ideas with the good knowledge.

# data[].attributes.body
They can contribute to their lessons with the excitement

# data[].attributes.body
Raise questions related to the lesson after the class.

# data[].attributes.headline
Students self reflect throughout units of study, occasionally students will decide what their assessment is (ex: genius hour). I would like to implement this more and learn how to give students a more active role in more subjects.

# data[].attributes.subject
Students self reflect throughout units of study, occasionally students will decide what their assessment is (ex: genius hour). I would like to implement this more and learn how to give students a more active role in more subjects.

# data[].attributes.body
By the assessment.

# data[].attributes.body
In order for it to be useful, they need to be a key part of the assessment. They should know what their goals are and ho to achieve them. It should not be something which is done to them but something that they are part of.

# data[].attributes.headline
When time allows, observation of children in a one - one setting. For a whole class, it helps to see group work collaboration and/or presentations.

# data[].attributes.subject
When time allows, observation of children in a one - one setting. For a whole class, it helps to see group work collaboration and/or presentations.

# data[].attributes.headline
Group selection/Showcasing their performance/ Look at weakness and strengths/self reflection

# data[].attributes.subject
Group selection/Showcasing their performance/ Look at weakness and strengths/self reflection

# data[].attributes.headline
We try and keep children updated with where they are and how they are progressing with skills - they can look over past work in their Sound Book and share recent successes (by displaying their work and putting it on Tapestry for parents to see).

# data[].attributes.subject
We try and keep children updated with where they are and how they are progressing with skills - they can look over past work in their Sound Book and share recent successes (by displaying their work and putting it on Tapestry for parents to see).

# data[].attributes.headline
Students involve in lessons and produce pieces of work that reflects learning objectives

# data[].attributes.subject
Students involve in lessons and produce pieces of work that reflects learning objectives

# data[].attributes.headline
Usually when the student has proficiently answered a range of questions and has confidently started to combine other mastered skills with the new skill leant.

# data[].attributes.subject
Usually when the student has proficiently answered a range of questions and has confidently started to combine other mastered skills with the new skill leant.

# data[].attributes.headline
Acts as a starting point and helps to identify areas that need further development

# data[].attributes.subject
Acts as a starting point and helps to identify areas that need further development

# data[].attributes.headline
It helps to give a suitable plan to instruct.

# data[].attributes.subject
It helps to give a suitable plan to instruct.

# data[].attributes.headline
to make the lessons to be well organizing 

# data[].attributes.subject
to make the lessons to be well organizing 

# data[].attributes.body
To identify the weakness of the children

# data[].attributes.body
It helps to find out their gaps and differentiate the learning effectively.

# data[].attributes.body
We assess student to understand how they learning.

# data[].attributes.body
Documented in the students work and EAL tracker.

# data[].attributes.headline
Evidence or proof of distances, times or performance at a certain level 

# data[].attributes.subject
Evidence or proof of distances, times or performance at a certain level 

# data[].attributes.headline
To ensure students access the curriculum effectively.

# data[].attributes.subject
To ensure students access the curriculum effectively.

# data[].attributes.body
It gives direction to your lessons

# data[].attributes.headline
When they have demonstrated the particular skill independantly a number of times.

# data[].attributes.subject
When they have demonstrated the particular skill independantly a number of times.

# data[].attributes.body
It is evident in work and through discussion. Some students also can mentor others.
Higher lever thinking.

# data[].attributes.body
Base on the results, the teacher will build the following plan.

# data[].attributes.headline
Continuous assessment informs the planning process.

# data[].attributes.subject
Continuous assessment informs the planning process.

# data[].attributes.headline
Gives us a starting point to differentiate the groups

# data[].attributes.subject
Gives us a starting point to differentiate the groups

# data[].attributes.body
It help us by giving us a starting point. Why reteach something that the students are confident with. Are there gaps in learning? It should be ongoing and changing.

# data[].attributes.headline
We refer to our assessment to see our gaps and where children need support.

# data[].attributes.subject
We refer to our assessment to see our gaps and where children need support.

# data[].attributes.headline
When I need to look into or repeat a topic, the assessment encourages me to re-teach these areas in new ways. So it helps me vary my teaching strategies.

# data[].attributes.subject
When I need to look into or repeat a topic, the assessment encourages me to re-teach these areas in new ways. So it helps me vary my teaching strategies.

# data[].attributes.body
To see which students are reaching their full potential.

# data[].attributes.headline
Look at strengths and weaknesses and see how we can improve all students

# data[].attributes.subject
Look at strengths and weaknesses and see how we can improve all students

# data[].attributes.headline
Continuous observation documented on Tapestry 

# data[].attributes.subject
Continuous observation documented on Tapestry 

# data[].attributes.headline
Helps to set up individual targets for students

# data[].attributes.subject
Helps to set up individual targets for students

# data[].attributes.headline
To ensure that our lessons meet the needs of children in terms of meeting curricular outcomes for the Year group

# data[].attributes.subject
To ensure that our lessons meet the needs of children in terms of meeting curricular outcomes for the Year group

# data[].attributes.headline
To know if the children understand the lessons

# data[].attributes.subject
To know if the children understand the lessons

# data[].attributes.headline
To see areas of strength and development in terms of skills, knowledge and understanding. This in turns helps guide teaching.

# data[].attributes.subject
To see areas of strength and development in terms of skills, knowledge and understanding. This in turns helps guide teaching.

# data[].attributes.headline
They need to understand the criteria and at times can contribute to this. 

# data[].attributes.subject
They need to understand the criteria and at times can contribute to this. 

# data[].attributes.body
To see how well the students are learning.

# data[].attributes.body
To arrange students into the same level groups
To help teachers set up the suitable lessons

# data[].attributes.body
to make sure they understood and checked what they have learned during the past few weeks or during the IPC.

# data[].attributes.headline
To know where they are at their learning process.

# data[].attributes.subject
To know where they are at their learning process.

# data[].attributes.body
To know their levels and plan the appropriate lessons.

# data[].attributes.body
To find out where the students have come from/ know and think of next steps in order to help the students get to where they need to be. This allows for inclusion.

# data[].attributes.headline
To measure their progress in a variety of areas.

# data[].attributes.subject
To measure their progress in a variety of areas.

# data[].attributes.body
To know how do they develop. How do they understand their lessons.

# data[].attributes.headline
It shows gaps in  learning or misconceptions which can be addressed in the next lesson

# data[].attributes.subject
It shows gaps in  learning or misconceptions which can be addressed in the next lesson

# data[].attributes.body
Pre assessments allow student s to show what they know already. Continuous assessments help guide the curriculum to individual need. Student led criteria help show you what they think is important. Assessment should become more student led (guided) over time,

# data[].attributes.body
To find out what the students know. To see what they come to the curriculum with.

# data[].attributes.headline
To find out where there are gaps in knowledge. To find out what they need to know to progress.

# data[].attributes.subject
To find out where there are gaps in knowledge. To find out what they need to know to progress.