Recent Changes

It is generally agreed that being self-directed means the degree to which a student is metacognitively, motivationally and behaviourally active in their learning (Birenbaum, 2002). Given the exponential growth and transfer of information in the ‘knowledge age’, developing the key dispositions that help students to assimilate new knowledge and apply it to solve problems, think critically and reflectively as well as communicate and collaborate with others is essential to function well in the 21st Century (Cornish, 1986; Resnick, 1987; cited in Birenbaum, 2002). Identifying which teaching tools and pedagogies effectively promote self-directed learning is an important outcome for both teachers and students because just presenting work to students and having them complete it does not guarantee that they will learn (Aitken & Sinnema, 2008). Therefore, using evidence-based tools and pedagogies that have been shown to improve the ability of students to be self-directed learners increases the likelihood of increased teaching and learning outcomes.
What factors impact on student achievement?
learning and constructively act on
Which assessment tools are useful?
There is a range of formative assessment strategies currently used in schools. These include pre-tests, surveys, open-ended questioning, exemplars, checklists, journals, rubrics, T-charts and conferencing (Chapman & King, 2005; Davies & Hill, 2009). Each tool had strengths and times at which it would effectively gather valid information. However, evaluating these in regard to my criteria for a tool that can be used independently to provide the information and guidance to complete the activity, as well as qualitative feedback for a diverse range of abilities, I narrowed the list of assessment tools to focus on to rubrics. A study conducted by Birenbaum (2002) measured the validity and reliability of assessing inquiry-based learning using a rubric and a questionnaire on primary aged students. They concluded that experts and teachers had good inter-rater reliability when trained to use the rubric, and that the two dimensions of questioning and self-assessment were strong indicators of a student’s overall ability as a self-directed learner.

Why is it important to be a self-directed learner?
It is generally agreed that being self-directed means the degree to which a student is metacognitively, motivationally and behaviourally active in their learning (Birenbaum, 2002). Given the exponential growth and transfer of information in the ‘knowledge age’, developing the key dispositions that help students to assimilate new knowledge and apply it to solve problems, think critically and reflectively as well as communicate and collaborate with others is essential to function well in the 21st Century (Cornish, 1986; Resnick, 1987; cited in Birenbaum, 2002). Identifying which teaching tools and pedagogies effectively promote self-directed learning is an important outcome for both teachers and students because just presenting work to students and having them complete it does not guarantee that they will learn (Aitken & Sinnema, 2008). Therefore, using evidence-based tools and pedagogies that have been shown to improve the ability of students to be self-directed learners increases the likelihood of increased teaching and learning outcomes.
impact on formative assessment?student achievement?
According to Timperley (2009), there are several factors which impact on a teacher’s ability to become more responsive to student’s learning through formative assessment, with some factors highlighting the individual teacher’s role in formative assessment (pedagogical content, curriculum, and theory knowledge) while others highlight the influence of school-wide organisational structures (professional development opportunities, assessment tools and resources). Further, while an analysis of research into raising student achievement outcomes has found teachers contribute approximately 30% to student achievement (Hattie, 2002), more recent research indicates that other factors such as peer interactions and social relationships within the classroom significantly impact student achievement as well (Nuthall, 2007). Therefore, it is important that students are able to effectively assess their own learning and act on the information.
Which assessment tools are useful?

It is widely accepted that high-quality formative assessment can improve student learning outcomes when specific descriptive feedback from multiple sources is used to determine the next teaching and learning steps. Black and Wiliam (1998a, cited in Davies & Hill, 2009) conducted a research study into the effects of formative assessment and found that some assessment methods improved learning outcomes significantly, and they recommended involving students in their own assessment to promote self-directed learning. Transforming the research findings into effective teaching pedagogy is an important step if students are to benefit in terms of improved learning outcomes.
Why is it important to be a self-directed learner?
to improve learning outcomesthe ability of students to be self-directed learners increases the
What factors impact on formative assessment?
According to Timperley (2009), there are several factors which impact on a teacher’s ability to become more responsive to student’s learning through formative assessment, with some factors highlighting the individual teacher’s role in formative assessment (pedagogical content, curriculum, and theory knowledge) while others highlight the influence of school-wide organisational structures (professional development opportunities, assessment tools and resources). Further, while an analysis of research into raising student achievement outcomes has found teachers contribute approximately 30% to student achievement (Hattie, 2002), more recent research indicates that other factors such as peer interactions and social relationships within the classroom significantly impact student achievement as well (Nuthall, 2007). Therefore, it is important that students are able to effectively assess their own learning and act on the information.

68% had good confidence
The median at the beginning of the unit was ‘some confidence’ while the median at the end of the unit was ‘good confidence’ which is a solid improvement. I found that the students who scored themselves as less confident were more accurate with their self-assessment using the inquiry rubric than the students with more confidence. Most of the confident students scored themselves one stage higher on the assessment rubric than I did, so the inter-rater reliability between teacher and student of the rubric was low.
points, in direct response to each step involved, so that they couldinvolved. Only then could they make the decisions about their next steps themselves.
Discussion
I have discovered that the less experienced students are with a particular pedagogy, the more explicit scaffolding needs to be used to support the process. I also discovered that students are good judges of when they have enough information to be getting on with their learning, they like to make their own decisions about their next steps, and this builds self-confidence regardless of actual improvements in assessed learning outcomes. I felt this was important: self confidence in a skill can improve separate to any identified increases in achievement.
I believe that rubrics alone do not provide enough information for inexperienced students to independently know what their next steps are in an inquiry-based learning unit because they need to be taught how to go about inquiry, as well as how to qualitatively assess the individual skills. Therefore, the answer to the study question is: I can use a rubric as part of my toolbox of formative assessment strategies that I will match quantitatively and qualitatively with the prior knowledge, experience and learning needs of each group of students.
What do I need to learn now?
How do weI effectively plan

I believe that rubrics alone do not provide enough information for inexperienced students to independently know what their next steps are in an inquiry-based learning unit because they need to be taught how to go about inquiry, as well as how to qualitatively assess the individual skills. Therefore, the answer to the study question is: I can use a rubric as part of my toolbox of formative assessment strategies that I will match quantitatively and qualitatively with the prior knowledge, experience and learning needs of each group of students.
What do I need to learn now?
I think Iam left wondering: is self confidence a prerequisite for learning? Do students need to believe that they can learn howin order to identify and evaluate an Achievement Objective’s distinct skills and knowledge which will then become Learning Outcomes in my planning. That is, getting better at breaking down an AO into its composite parts so that Ilearn? And does it improve the rate of progress or depth of learning a student can achieve? How do we effectively plan to teach the students in manageable chunks and differentiate more responsively.build their self-confidence?

I planned to introduce one tool (the inquiry assessment rubric) that was designed to promote student decision-making in their inquiry-based learning. I ultimately ended up introducing three tools (the inquiry assessment rubric, the research planner and the note-taking and note-making sheet) at different points, in response to the students’ need for more specific information about what each step involved, so that they could then make the decisions themselves.
Discussion
learning outcomes. I felt this was important: self confidence in a skill can improve separate to any identified increases in achievement.
I believe that rubrics alone do not provide enough information for inexperienced students to independently know what their next steps are in an inquiry-based learning unit because they need to be taught how to go about inquiry, as well as how to qualitatively assess the individual skills. Therefore, the answer to the study question is: I can use a rubric as part of my toolbox of formative assessment strategies that I will match quantitatively and qualitatively with the prior knowledge, experience and learning needs of each group of students.
What do I need to learn now?
I think I need to learn how to identify and evaluate an Achievement Objective’s distinct skills and knowledge which will then become Learning Outcomes in my planning. That is, getting better at breaking down an AO into its composite parts so that I plan to teach the students in manageable chunks and differentiate more responsively.

It is widely accepted that high-quality formative assessment can improve student learning outcomes when specific descriptive feedback from multiple sources is used to determine the next teaching and learning steps. Black and Wiliam (1998a, cited in Davies & Hill, 2009) conducted a research study into the effects of formative assessment and found that some assessment methods improved learning outcomes significantly, and they recommended involving students in their own assessment to promote self-directed learning. Transforming the research findings into effective teaching pedagogy is an important step if students are to benefit in terms of improved learning outcomes.
Why is it important to be a self-directed learner?
likelihood of inceasedincreased teaching and
What factors impact on formative assessment?
own learning needs and act
Which assessment tools are useful?
There is a range of formative assessment strategies currently used in schools. These include pre-tests, surveys, open-ended questioning, exemplars, checklists, journals, rubrics, T-charts and conferencing (Chapman & King, 2005; Davies & Hill, 2009). Each tool had strengths and times at which it would effectively gather valid information. However, evaluating these in regard to my criteria for a tool that can be used independently to provide the information and guidance to complete the activity, as well as qualitative feedback for a diverse range of abilities, I narrowed the list of assessment tools to focus on to rubrics. A study conducted by Birenbaum (2002) measured the validity and reliability of assessing inquiry-based learning using a rubric and a questionnaire on primary aged students. They concluded that experts and teachers had good inter-rater reliability when trained to use the rubric, and that the two dimensions of questioning and self-assessment were strong indicators of a student’s overall ability as a self-directed learner.

27% had some confidence
68% had good confidence
IThe median at the beginning of the unit was ‘some confidence’ while the median at the end of the unit was ‘good confidence’ which is a solid improvement. I found that than I assessed them,did, so the at different points in the inquiry process,points, in response
Discussion
I have discovered that the less experienced students are with a particular pedagogy, the more explicit scaffolding needs to be used to support the process. I also discovered that students are good judges of when they have enough information to be getting on with their learning, they like to make their own decisions about their next steps, and this builds self-confidence regardless of actual improvements in assessed learning outcomes.
I believe that rubrics alone do not provide enough information for inexperienced students to independently know what their next steps are in an inquiry-based learning unit because they need to be taught how to go about inquiry, as well as how to qualitatively assess the individual skills. Therefore, the answer to the study question is: I can use a rubric as part of my toolbox of formative assessment strategies that I will match quantitatively and qualitatively with the prior knowledge, experience and learning needs of each group of students.
What do I need to learn now?
I think I need to learn how to identify and evaluate an Achievement Objective’s distinct skills and knowledge which will then become Learning Outcomes in my planning. That is, getting better at breaking down an AO into its composite parts so that I plan to teach the students in manageable chunks and differentiate more responsively.