Synergy in learning: tutors and student support assistants (SSAs) working together to promote learner self-assessment
Redcar + Cleveland College
Evidence of improvement in learners’ achievements, retention and progression.
The resources developed within the project (see Appendices 1-3) have enabled tutors and SSAs to collaboratively use more effective formative assessment strategies. They help identify and clarify difficulties experienced by learners. Learners with significant difficulties report that the new strategies help them to keep track of where they are in their learning; to see what they need to do to improve; and how to learn from and with peers. Learners find it easier to ask for specific help through the “exit ticket” process. SSAs report being better able to use deeper questioning when a learner is stuck, enabling the learner to more independently overcome barriers. At first it was obvious that learners were trying to use the SSA to simply gain answers to classroom tasks; however, the new approaches made lessons more interactive, leading to more effective cooperation between the teacher, the SSA and the learners.
Learners have been very positive about the new approaches, with a number stating that they felt more included in the process and enjoyed setting their own targets as these were more meaningful to them, enabling them to work on areas they considered important for their learning.