2. Are these questions you have encountered?
What do I have to
do to get an A?
Do we need
to know this?
Why do we have to
do this piece of
work?
Why don’t you
tell us what you
are looking for?
3.
4. My journey into understanding the power of rubrics in
self-assessment
6. (1) Motivation
Building on work done in PLC inTerm 2 2014
Bothered by degree of emphasis students place
on grades
Emphasize deep learning using student’s work
Empower students with skills to do so
Provide teachers with greater insight into
student learning
7. (2) Practice: Outline (similar to PLC study)
Method: Assessment for learning
Platform: Self-assessment of timed assignment
Essentials:
1. Clarify Requirements of assignment with students
2. Develop structures for justification & self-reflection
3. Students conduct self-assessment
4. Teacher responds to student’s self- assessment &
reflection
8. (2) Practice: Details
Topic: National Income Determination
Timed Assignment 4: 1 full Essay (a) & (b) (25m)
Focused on (b) – discussion question
Aim:
Students use rubrics to assess their timed assignment
part (b)
Provide justification for their choice of content &
evaluation band
Reflect on their performance on part (b)
9. (2) Practice: Overview
Sequence Action by Students &Teacher
1. Clarify Requirements of
assignment with students
Students:
• Work out criteria to answer the question
(structure + essential points)
• Learn to use rubric
2. Develop structures for
justification & self-reflection
• Students Provide justification & self-
reflection form
3. Students conduct self-
assessment with reflection
Students:
• Use marking scheme to decide content &
evaluation band
• Provide justification for above choice
• Reflect on performance
4.Teacher responds to
student’s self- assessment &
reflection
• Teacher follows up with students
10. (2) Practice: Clarify Requirements with Students
Students work out criteria to answer the
question (structure + essential points)
Teacher designs rubric
Help students to understand the requirements
of success criterion in the rubrics via worksheet
& role-modeling
26. Layers of feedback & learning
1st layer: Some overall written feedback by teacher on student’s
work
2nd layer: Learning opportunity when using sample answers to
better understand success criterion
3rd layer: Rubric provides feedback to student on what he/she has
accomplished and what AFIs are required
4th layer: Student justification and reflection provides added
opportunity of learning, metacognition
5th layer :Teacher responds to student justification & reflection
27. Measurements of student learning
Qualitative:
Written justifications,
Level of interrater agreement
Reflections,
Student corrections
28. (3) Advantages
Logistical: Quicker feedback for students
Pedagogical: Deepen understanding
Metacognitive: Aware of own strengths,
progress, gaps
Affective: Build shared ownership of learning
process, perceive tests as ‘useful feedback’
rather than just ‘grades’
Sadler, P. M., & Good, E. (2006).The impact of self- and peer-grading on student
learning. Educational Assessment, 11, 1–31.
30. My Reflections
Importance of mindset change for
students
Importance of getting students to
understand the success criteria
Time required for lesson preparation
