Self-Assessment: Reflections from Students and Teachers
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Self-Assessment: Reflections from Students and Teachers

When somebody is telling you, it’s sometimes hard to take in but when you tell yourself it’s like “alright let’s get the straight.” You
remember the word association game I say blue, you say sky. I say sunshine, you say a summer day. What if I said student self-assessment, do you see student grading themselves
each and every student gives themselves an A regardless of how much or little work
they’ve done but self assessment is not about asking students to give themselves
grades by definition that’s summative self-evaluation No, self-assessment means engaging
students in a formative process in which they compare their work to
clear criteria and determine how to make improvements. We believe in all forms of
learning the opportunity to revise is essential self-assessment inspires students to take
charge of the vision and revision process. In fact research shows that students who
use self assessment methods learn more, earn better grades, and
receive higher test scores. How can you create the right conditions
for students to become their own most important resource in the assessment of
their own work this video will provide you with
perspectives from students and teachers regarding the
optimum classroom conditions for self-assessment and will touch upon: establishment of clear criteria with a rubric or checklist supporting thoughtful self-assessment
according to those criteria setting aside time for students to
revise and improve upon their work. When I look at my work I feel pretty
good because I know that I can fix it and I
know that I can keep trying. I can do everything myself and I can see what I do wrong
and how I can make myself better. It was helpful because sometimes you don’t get your ideas right and forget to include something, but when you look at the rubric you know what you have to include. We have this philosophy
in my class that if you are not at the level you wish to be then you’re
not done yet. We start projects now in a very different
way, we start them by really presenting and clarifying the criteria things that count, so my students now
know exactly what they’re goals are and what they need to be immersed in. The self-assessments help
them focus back into that criteria. So how do you do self-assessment, consider a colored pencil technique. First create a rubric with your students then focus your students on specific elements
of the criteria on the rubric by having them use a colored pencil to
underline keywords of a particular criteria on the rubric and
then look for evidence of having met that standard and underline it in the same color. In
this example for the first criterion thesis students underlined clear thesis in red and then underline their own thesis statement in
red and considered whether or not it was clear, if not they made a note to
themselves in the margins that guided revision. You may guide your class through this process for each criterion once the essays have been thoroughly
assessed, provide your students time to revise their work. It’s no longer just
depending on me to tell them what to do they’re making decisions themselves. The
greatest discovery is definitely wow my students can improve so much from this. It’s like an incredible discovery If you take your time for a self
assessment, it will make it work better because you have to take time to do your own
work and not just hand it in instantly and then when you realize your mistake you can’t make it. Check yourself and try to tell yourself what you did wrong and also
try to tell yourself what you did right. And so you’re complementing yourself and usually do this on a writing
piece but you can you do it on anything. And it’s always about improving because you know you can do better the
next time you write something you’re always looking out for those
mistakes, that does make me notice things that I wouldn’t usually notice.
When I came into teaching the most important thing for me as a
teacher was to create independent learners that feeds their entire life. I say learning, you say growth. I say
question you say answer. I say self-assessment you say a practical method of helping
students identify strengths and weaknesses in their own work and revised accordingly. It is our hope that with these methods your students may develop the skills they need as independent, self-directed, and lifelong
learners. So what’s the point of having school if
you can’t learn from your mistakes

About James Carlton

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7 thoughts on “Self-Assessment: Reflections from Students and Teachers

  1.      I agree with the student that it is easier to give constructive criticism to himself rather than take it from someone else.  According to the video, self-assessments can help the students to learn more, earn better grades and receive higher test scores.  The video suggests how students and teachers can create the optimum classroom conditions.  Some of those conditions are establishing clear criteria with a rubric checklist, supporting assessments through those criteria, and setting aside the time for the students to revise and make corrections.  Knowing what requirements will be graded helps the students to cater their work to the requirements.
         Some examples of how to do a self-assessment were presented.  One suggestion is the colored pencil technique. Use the colored pencil to underline keywords of a component of the requirement on the rubric, then look for evidence of meeting that standard and underline it with the same color.   Once assessment is complete allow the students the time to make corrections.  The students in the video believed the assessment made their writing better.  The teachers believe the self-assessment encourages independent learners.  The assessments create a practical method of helping students identify strengths and weaknesses in their own work and make corrections accordingly.  

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