{"id":14015,"date":"2023-07-17T16:19:35","date_gmt":"2023-07-17T16:19:35","guid":{"rendered":"https:\/\/theteacherstudio.com\/?p=14015"},"modified":"2023-07-17T16:19:35","modified_gmt":"2023-07-17T16:19:35","slug":"student-self-assessment-tips-and-tricks","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/student-self-assessment-tips-and-tricks\/","title":{"rendered":"Student Self-Assessment Tips and Tricks"},"content":{"rendered":"

We know that “assessment” is a buzz word that we can’t get away from…we talk about standardized testing. \u00a0About rubrics. \u00a0About standards-based assessment tasks. \u00a0About–YOU fill in the blank.\u00a0 One of the often under-used assessment strategies is SELF-assessment.<\/p>\n

\"Helping<\/a><\/p>\n

This can be something as simple as a “thumbs up” if a student understands but can be far more involved and useful. \u00a0Interested in some of the brain research on this? \u00a0Check out <\/span><\/span>this GREAT article<\/a> by Jo Boaler! \u00a0Today I want to talk about some of the issues related to self-assessment–and to give you some suggestions on how to create a culture where students will be able to make the most of the opportunities you provide them.<\/p>\n

\"helping<\/a><\/div>\n

Culture of honesty and risk-taking<\/h3>\n

One thing I have definitely discovered is that if students don’t feel “safe” in our classroom environments, there is no way for them to open and honestly assess themselves. \u00a0It’s hard to admit that you don’t understand when the culture stresses speed, accuracy, and competition. \u00a0The more we can strive to develop a “team” feeling of collaboration where we, as teachers, can model risk taking, how we handle mistakes, how we assess ourselves, and so on–the easier it will be for students to be honest about their own struggles. \u00a0We should CELEBRATE mistakes in our classrooms! \u00a0The research supports this.<\/p>\n

\"helping<\/a><\/div>\n

Making mistakes can actually grow the neural connections in our brains. \u00a0ADDRESSING the mistakes makes them even stronger. \u00a0Teach your children this! \u00a0Make it not only safe to share mistakes, but DESIRABLE. \u00a0Consider doing activities where mistakes are inevitable by using challenging tasks. \u00a0Ask students to share which problems were most challenging and how they tackled them. \u00a0Ask students to share errors they found and how they went back to find the mistakes. \u00a0All of this can contribute to a climate for collaboration.<\/p>\n

If you are interested in reading more about growth mindset and making mistakes, click here<\/strong><\/a> or the image below.<\/p>\n

\"growth<\/a><\/div>\n

Give them the language<\/h3>\n

If we DO want students to participate in a classroom culture such as this, we need to give them the language to do it. \u00a0Providing sentence stems and other anchor\u00a0charts that give them phrases to use to help them communicate their level of understanding can go a long way. \u00a0This can be more “general” information for them like a list of accountable talk stems like…”I’m not sure I understand” or “Could you explain that again?”. \u00a0Sometimes we might want to be more specific to the content we are studying.<\/p>\n

If we truly want students to be able to honestly assess themselves, they need to know what it is that they are trying to accomplish! \u00a0It needs to be more specific than “I can multiply big numbers.” or “I can comprehend what I read.” What does that look like? \u00a0In what contexts? \u00a0We need to get better at breaking down these huge ideas for students. This will help them do a better job of monitoring their own progress.<\/p>\n

Self-Assessment for Behaviors and Habits<\/h3>\n

One area where this is particularly challenging is in those more “behavioral” elements of our classroom life. By this I mean things such as reading habits, partnering skills, and so on. \u00a0In math, there is a whole set of standards geared toward getting teachers to more explicitly teach these “math behaviors” to help students be successful. \u00a0That being said, it’s sometimes easy to attach ourselves to the easy words in these standards–words like “accuracy” and “precision” and “perseverance”.<\/p>\n

If you do a deep dive into these standards, you will see that the standards are far more complex than that! \u00a0I’ve spent a lot of time breaking down reading<\/a> and math<\/a> into these small, measurable goals for students that make it easier for them to talk about and measure their own progress.\u00a0 Let me show you more about what I mean.<\/p>\n

Break it down, then self-assess<\/h4>\n

Early in the school year, I focus more on overall behaviors. \u00a0We brainstorm what they are, we talk about them, we share examples of them, and then we practice self-assessing them. \u00a0We use these checklists multiple times and really try to make the language in them a part of our daily conversation.<\/p>\n

\"student<\/a><\/div>\n

As the year goes on and I start to dig into the other more complex standards, we do the same thing. \u00a0Rather than tell students that they need to “Use Appropriate Tools Strategically”, I think it’s important to break that down with them so they really know what that means. \u00a0Since taking the time to do this, I have seen a DRAMATIC improvement in students’ reflectiveness AND skill level! \u00a0It is worth the time investment! \u00a0<\/span><\/p>\n

\"math<\/a><\/div>\n

I hang these “focus charts” up when we are really digging into one of the standards but then students keep a copy of the self-assessment checklist so they always have access to it. \u00a0We can pull those out to review at any point. Remember that the point of an anchor chart is to provide guidance for students.\u00a0 This is SO helpful, and you can really train students to use them with practice and modeling.<\/p>\n

Using Self-Assessment to Monitor for Improvement<\/h3>\n

I think that taking the time to really dig into the standards allows students to start to set some realistic, attainable goals. Keep in mind, this can be content standards or “practices” standards. When a child is reading below grade level and we set their goal to be reading AT grade level, that is pretty daunting! \u00a0But if we can set their goals to be more attainable…perhaps it starts with something like:<\/p>\n

\"reading<\/a><\/div>\n
(If you want to look at this set of reading learning targets, just click here<\/span><\/strong><\/a> or the image above.\u00a0 I use this collection of ready-to-use reading learning targets for my whole-class instruction AND small group instruction.\u00a0 See what you think!)<\/em><\/span><\/div>\n

Similarly, always include a part of the assessment where students can express what they did WELL.\u00a0 Then students can set a growth goal. This can help them acknowledge where they are strong in addition to identifying areas where growth is needed.<\/p>\n

\"math<\/a><\/div>\n
<\/div>\n

Interested in the checklists shown above? \u00a0Just click here<\/strong><\/a> or the image below. \u00a0My reading goal resource can be found by clicking HERE<\/a>.<\/p>\n

\"math<\/a><\/div>\n
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We know that “assessment” is a buzz word that we can’t get away from…we talk about standardized testing. \u00a0About rubrics. \u00a0About standards-based assessment tasks. \u00a0About–YOU fill in the blank.\u00a0 One of the often under-used assessment strategies is SELF-assessment. This can be something as simple as a “thumbs up” if a student understands but can be […]<\/p>\n","protected":false},"author":2,"featured_media":14016,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[344,2],"tags":[192,356],"class_list":["post-14015","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment-ideas","category-math-lessons","tag-assessment","tag-math-practices","wpbf-post"],"acf":[],"yoast_head":"\nStudent Self-Assessment Tips and Tricks - The Teacher Studio<\/title>\n<meta name=\"description\" content=\"Helping students with self-assessment as they navigate classroom behaviors and academic skills is a key part of their learning!\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/theteacherstudio.com\/student-self-assessment-tips-and-tricks\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Student Self-Assessment Tips and Tricks - 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