A Cross-Grade Learner Conversation

Professionals can talk about students and their learning, but using evidence to improve learning is most powerful when those conversations take place among the students themselves. In this chapter Linda Kaser and Judy Halbert describe how criteria developed with students for improving their reading can lead to meaningful evidence-informed conversations among the students themselves. Through participating in a networked learning community in British Columbia, Canada, teachers developed sufficient understanding of the principles of assessment as learning to be able to implement them in their classrooms. These efforts resulted in the best of evidence-informed conversations in which the students took responsibility for improving their reading.