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Self assessment by students
- 1. Self-Assessment By Students Sharing byCheryl Lee 16 January 2015
- 2. Are these questionsyou 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?
- 4. My journey intounderstanding the power of rubrics in self-assessment
- 5. Overview 1. Motivation 2. Practice Students’ Work samples 3. Advantages & Challenges 4. Reflection
- 6. (1) Motivation Buildingon 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 SequenceAction 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: ClarifyRequirements 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
- 13. Guided understanding ofsuccess criteria
- 15. (2) Practice: Developingstructures for justification & reflection Justification Sheet
- 16. Reflection Sheet (2) Practice:Developing structures for justification & reflection
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- 25. (2)Practice:Teacher follow-up Student corrections Commentson students’ justification & reflection
- 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 studentlearning Qualitative: Written justifications, Level of interrater agreement Reflections, Student corrections
- 28. (3) Advantages Logistical: Quickerfeedback 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.
- 29. Points to Ponder Transparencyof rubrics: Need for different models of performance Does it inhibit creativity?
- 30. My Reflections Importance ofmindset change for students Importance of getting students to understand the success criteria Time required for lesson preparation
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- 32. Acknowledgements • My 2014PLCTeam • Lesson Observers: Mrs Chin & Deborah
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