Promoting student voice in school learning is now broadly advocated to enhance the quality and personalised nature of this learning (Beattie, 2012; Elias, 2010; Mitra & Gross, 2009). In this chapter we report on a program where Year 8 low SES students participated in peer formative assessment in a humanities inquiry-based project, where they chose both the type and context of learning activities, and were taught by three teachers in an open-plan setting. The students assessed their peers’ presentations and also self-assessed their work, with some co-regulated support through the use of teacher-provided rubrics. The teachers believed it was a valuable learning opportunity, in that students had a heightened sense of owning their learning and, as we will argue, had a personalised learning experience that developed their capacities as independent self-aware learners.

Item Type:	Research Book Chapter
Keywords:	student voice, social studies, humanities, open-plan setting
Research Division:	Education
Research Group:	Other Education
Research Field:	Education not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Education and Training Systems
Objective Field:	Education and Training Systems not elsewhere classified
Author:	Waldrip, BG (Professor Bruce Waldrip)
ID Code:	121457
Year Published:	2015
Funding Support:	Australian Research Council (LP100200179)
Deposited By:	Education
Deposited On:	2017-09-29
Last Modified:	2017-12-04
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