Broaden the range of assessment evidence

a) Create other avenues/ platforms for students to recognise and showcase their uniqueness
E.g. use of portfolio – students may choose what to show as evidence of learning

b) Use learning analytics to provide a more holistic, evidence-based view of students’ demonstration of learning (behaviours, competencies, performance achievement)

Students’ experience of feedback and what happens after

a)      Socialise students with and to understand how to use feedback to learn for life

b)     Pay attention to how feedback is given to students

c)      How students engage with and use feedback from different sources (teacher, peer, tech-enabled)

Students have the autonomy to:

a) Determine the timing of their assessments (e.g. students choose a slot within a stipulated period to sit for the assessment, duration of assessment), rather than a singular time point, and have opportunities to re-assessment.

b) Identify what to report/not want to report and/or how they want to report (form of the learning artefact).

c) Decide which subjects to take for End-of-Year Examination/Weighted Assessments.