Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influence

建模意义生成：探讨五年级教师如何在课堂模拟写作中表达他们的思维，以及这种建模如何影响小学教育中儿童的写作选择。拟议的研究将主要寻求评估创建一个形成性评估框架的可能性，以跟踪整个小学“学习技能”（许多学校和大学使用的术语，用于描述学习学习、发展积极学习倾向、元认知和自我调节学习所需的技能或倾向）的进展。因此，这项研究的核心目标是创建一个实用的、对教师友好的形成性评估框架，供教师和儿童用来评估学习技能的发展，以支持儿童在整个小学阶段取得持续和知情的进步。下面概述了四个可能的研究问题：是否有可能为教师和孩子们发现有用的学习技能创建一个形成性评估框架？如果一个框架要对教师和儿童有用，它应该采用什么方法进行形成性评估？形成性评估框架能否支持教师发展儿童对学习技能的自我评估？能否采用形成性评估框架，为小学教育的“学习技能”发展提供跟踪、支持和规划信息？

Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influences children's writing choicesSkills' in primary education. The proposed research would primarily seek to assess the possibility of creating a formative assessment framework for tracking the progress of 'Learning Skills' (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. Consequently, the core aim of the research is to create a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years. Four possible research questions are outlined below:1. Is it possible to create a formative assessment framework for learning skills that teachers and children find useful?2. If a framework is to be useful to teachers and children, what approach to formative assessment should it adopt?3. Can a formative assessment framework support teachers to develop children's self-assessment of their learning skills?4. Can a formative assessment framework be used to inform track, support and inform planning for the progression of 'Learning Skills' in primary education?