Student self assessment and data driven processes with students

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Student self assessment and data driven processes with students

  1. 1. Student Self-Assessment<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  2. 2. Objectives for Today’s Session<br />Utilize data walls and other forms of feedback to inform students of progress<br />Begin a process with students of tracking their own data and communicating about that data<br />Set goals for improvement with students<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  3. 3. What The Research Says About Student Self-Assessment<br />Robert Marzano, What Works In Schools, 2003<br />Schools can have tremendous impact on student achievement <br />The effect of students setting academic and personal goals can be calculated to be between 18 to 41 percentage points difference in student achievement. <br />Schools must challenge all students to be effective<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  4. 4. Feedback<br />The most powerful information you can provide to students is feedback on performance<br />For feedback to be effective, it must be:<br />Timely<br />Simple<br />Directly connected to what is being learned at the time<br />Regular, uninterrupted time for students to think about their progress.<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  5. 5. Sample Feedback Cycle<br />Data Walls, Exit Tickets, Tests, and Other Assessments<br />Feedback<br />Re-assessment: Do-Nows, New Exit Tickets and Tests<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  6. 6. Step 1: Data Walls, A Visual Method of Communicating Data<br />Best Practice: Data walls are for students<br />Posted for both exit tickets and weekly assessments so that teachers make an EXPLICIT connection between exit ticket data, student performance on weekly tests, report card grades, and UBD essential questions <br />Weekly assessment data remains up, while exit ticket data changes<br />Gives a sense of “I haven’t mastered yet, but with more practice I am empowered to change my level of mastery.”<br />Provide a time in class everyday for brief discussion/review of the data wall<br />Names the skill and which students mastered the skill so students can see it<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  7. 7. Stop and Reflect<br />What is going well with your current data wall? What improvements would you like to make? How do you think you can make these improvements?<br />Share this with a partner.<br />Group share-out<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  8. 8. The Exit Ticket Connection: Using Them Effectively For Student Self-Assessment<br />Exit tickets  Tests/Performance Tasks  Student Performance/Understanding<br />How can we communicate with students that their performance on an exit ticket should inform what they should study, what help they should ask for, and the goals they set?<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  9. 9. Step 2: Student Tracking of Exit Ticket and Test Data<br />To help students make the connection between exit ticket performance and skill mastery, we must provide tools for them to track both exit ticket performance and test data within a data binder or notebook.<br />Reflect with a partner:<br />What is a simple way for students to track assessments on a daily basis?<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  10. 10. Your Task in Teams: 10 minutes<br />Discuss how you can implement the following:<br />Daily use of exit tickets/other form of daily assessment<br />Ideas for getting students to track their progress daily<br />Ideas for getting students to track their weekly/bi-weekly progress on tests and quizzes<br />Other systems you might need to make this work<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  11. 11. Step 3: Goal-Setting<br />Once students know their data and can communicate how they are performing, they should set goals for performance<br />Goals should be SMART goals<br />Specific, Measureable, Attainable, Realistic, and Timely<br />Example: I will increase my performance on adding decimals from a 2 to a 3 on next week’s test by getting exit ticket remediation and doing extra homework.<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  12. 12. Sample Goal Setting Cycle<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  13. 13. Student Reflection Questions For Goal-Setting <br />What did I learn today/this week? <br />What did I do well? <br />What am I confused about? <br />What do I need help with? <br />What do I want to know more about? <br />What am I going to work on next? <br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />
  14. 14. Goal Setting Format<br />How can we get students to set SMART goals for improvement?<br />Format?<br />Time?<br />Assistance?<br />Written By: Sabrina Pence, Arthur Ashe Charter School<br />

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