• sharing/developing learning intentions and success criteria with students

  • modelling assessment and feedback processes

  • providing exemplars of work that do/do not meet the criteria.


  • interacting to improve each other’s work

  • using learning journals and reflection logs

  • setting improvement goals.


  • discussing the features of ‘quality’ work

  • offering ongoing ‘closing the gap’ feedback to students.


  • discussing each other’s work

  • silently critiquing and reflecting on their own work

  • admitting to not understanding something

  • giving feedback to each other using appropriate language.

A classroom where:

  • errors are valued as learning opportunities

  • students are actively involved in their own learning and assessment

  • students value peer and self-assessment as an integral part of the learning process

  • students are motivated to improve their own work and the work of others.