Effective use of self-/ peer evaluation
As it is often assumed that self-/peer evaluation is for more mature and competent learners, there is always scepticism about young learners' ability in giving quality feedback. However, the study shows that with clear guidance and specific instructions, young learners can evaluate their work and others' work seriously and reflectively.

Reflective use of data
Multiple data types, for example TSA data, internal assessment data and observational data, should be triangulated to improve validity and to help teachers get a full picture of students' needs.

Whether teachers are doing action research or not, it is important to develop awareness of and sensitivity to different forms of data. They should also be open to what the data tells them and be ready to reflect, plan, and act.

Specific and realistic objective setting
The question words of "what", "how much" and "when" can always help teachers set more specific and achievable goals. They should not simply feed everything to students but instead find out what students actually need, what they can manage, and set priorities so that they can achieve all the target objectives step by step without pressure. After doing careful needs analysis, a holistic plan would help ensure the targets can be achieved at different points of the learning process.