Concieve assessment frameworks for learning

Analysis of a poetic texts writing sequence in elementary school

Abstract

This article presents an analysis of a learning sequence conducted in an elementary school classroom in France, focusing on the production of poetic texts. To help students identify the distinctive features of this genre and encourage them to incorporate these elements into their own writing, the teacher organised an activity with the pupils to develop a reference framework. Our research aims to evaluate how this usage supported students in recognizing the specific characteristics of poetic texts. We also examine how this activity was implemented by a teacher and students who were initially unfamiliar with the approach, in order to identify potential challenges. Finally, we explore the possible impact of students constructing their own assessment framework on the quality of their written work.