Years of experience and research have demonstrated that student voice, agency, and choice play critical roles in the classroom, but when it comes to assessment, they often fall by the wayside. At Pierre Elliott Trudeau Elementary School (PETES), in Gatineau, Quebec, third- and fourth-grade language arts teacher Fiona Medley, who is committed to using music and movement as learning strategies in her lessons, intentionally brings a playful approach to her assessments as well. As a result, her students experience less worry and are more self-assured—and they look forward to showing her what they know.
To learn more about the research behind the practices seen in the video, check out the links below.
- The American Academy of Pediatrics’ report on how play enhances development in young children (2018)
- Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, and Paul G. Ramchandani’s meta-analysis and review on whether guidance during play can enhance children’s learning and development in educational contexts (2022)
- Rachel Parker, Bo Stjerne Thomsen, and Amy Berry’s article on learning through play at school (2022)
- Miriam Evans and Alyssa R. Boucher’s article on how giving students choice supports their autonomy to foster motivation and engagement in learning (2015)
- Ceri Morris, Emmajane Milton, and Ross Goldstone’s case study on how offering choice affects inclusive assessment processes (2019)
- Erika A. Patall, Harris Cooper, and Susan R. Wynn’s investigation of the effectiveness and relative importance of choice in the classroom (2010)
- Anouschka van Leeuwen and Jeroen Janssen’s systematic review of teacher guidance during collaborative learning in primary and secondary education (2019)