MO EDU-SAIL Learning Packages Developing Assessment Capable Learners: Part 2 | Page 51

Professional Development to Practice
Self-Asse ssme nt Re a dine ss
Part 1:
● Does the student have a
clear vision of quality
(what’s expected)?
● Can the student describe
the intended learning?
● Can the student
differentiate between
strong and weak work?
Part 2:
● Has the student had
experience giving and
offering feedback?
● Has the student received
descriptive feedback using
the language of quality, with
opportunity to act on it?
● Has the student practiced
offering peer feedback using
the language of quality?
(Chappuis, 2015, p.167)