Gratitude notes as formative assessment in middle years literacy learning

In this article we discuss the opportunities for teachers to use gratitude in formative assessment of literacy with middle years students. We draw on data from an assessment task pre-service teachers (PSTs) completed in a literacy teaching unit in a secondary-teaching undergraduate degree. The concept of gratitude is explored in the context of formative assessment that pre-service teachers provided to middle years literacy learners. The gratitude notes addressed the professional knowledge embedded in the first two Australian Institute for Teaching and School Leadership (AITSL) (2017) standards: 'Know students and how they learn' and 'Know the content and how to teach it'. We consider the value of gratitude in noticing students' achievements in the literacy curriculum and the importance of providing students with documentation of their learning as feedback in an engaging and accessible way. [Author abstract]