This document outlines an agenda and objectives for a professional development session on formative assessment strategies 4 and 7, which focus on teaching students to self-assess and self-reflect. The session includes activities to differentiate between self-assessment and self-reflection, identify the characteristics of valid self-assessment, explain the value of these strategies, and create templates for self-assessment and self-reflection that can be used in the classroom. Participants learn about research supporting the strategies, discuss examples, and draft assessments/reflections for their own teaching. The overall goal is to help educators create a student culture that values self-assessment and self-reflection to guide learning.

1. A Closer Look at
One
of the PLC Pieces:
FORMATIVE
ASSESSMENT
STRATEGY 4 & 7

2. Session Objectives:
I WILL :
differentiate between self-assessment and self-reflection.
identify the characteristics of valid self-assessment and
self-reflection.
explain the value of self-assessment and self-reflection.
create a (or modify an existing) self-assessment and self-
reflection strategy to use in my classes.
aspire to create a class culture in which students value
self-assessment and self-reflection.

3. Agenda:
1. The PLC Cycle, Formative Assessment, &
Strategies 4 & 7
2. Activity #1: Make a Prediction & Determine the
Difference: Self-Assessment and Self-Reflection
3. Activity #2: Identify Characteristics of Valid
Self-Assessment
4. Activity #3:Self-Assessing Level of Mastery of a
Learning Target
5. Activity #4: What does the research say?
6. You Choose: Self-Assessment

4. Agenda:
7. Your Draft: Self-Assessment
8. Strategy 7, Categories of Tracking Growth,
Examples
9. You Choose: Self-Reflection
10. Your Draft: Self-Reflection
11. Exit Slip (Teacher Self-Reflection) & Conclusion

5. The PLC Cycle &
Formative Assessment

6. The Seven Student-Centered
Strategies of Formative Assessment
Strategy 1: Provide students with a clear and understandable vision
of the learning target.
Strategy 2: Use examples and models of strong and weak work.
Strategy 3: Offer regular descriptive feedback.
Teach students to self-assess and set goals.
Strategy 5: Design lessons to focus on one learning target or
aspect of quality at a time.
Strategy 6: Teach students focused revision.
Engage students in self-reflection, and let them keep
track of and share their learning.
Strategy 4:
Strategy 7:
Where Am I Going?
Where Am I Now?
How do I Close the Gap?

7. Activity #1:
Make a Prediction:
Self-Assessment and Self-Reflection
Directions:
•. Find Activity
#1 in your packet.
•Write a definition
for the terms:
–Self-assessment
–Self-reflection
Packet
p. 1

8. Activity #1:
Determining the Difference:
Self-Assessment and Self-Reflection
Directions:
• Watch each video clip
(2 in total).
• Record the language
and activities in the
clip that justify it as an
example of self-
assessment or self-
reflection.

9. Clip #1: Self-Assessment
WHAT MAKES THIS CLIP AN EXAMPLE OF
SELF-ASSESSMENT?

10. Clip #2: Self-Reflection
WHAT MAKES THIS CLIP AN EXAMPLE OF
SELF-REFLECTION?

11. Concluding Activity #1:
Determining the Difference:
Self-Assessment and Self-Reflection
WITH YOUR TABLE:
1) Discuss the characteristics of each
clip with your table group.
2) Answer the following question:
What distinguishes the example of
self-assessment from the example of
self-reflection?

12. Self- Assessment vs. Self-Reflection
Self-Assessment
(Strategy 4)
• Reviewing individual
pieces of evidence to
identify specific
strengths and areas for
further work
• Where am I now?
Self-Reflection
(Strategy 7)
• A more global process of
looking back over a
collection of evidence
• How do I close the gap?

13. How it Happens
in the Classroom
SELF-ASSESSMENT SELF-REFLECTION
• Class period
• Game
• Meet
• Class unit, Mid-unit, quarter
• Sports season
• Series of games
• Olympic run
Methods:
•Assigning a rating
•Stomp and Clap
•Fist to 5
•Assigning quality level with
a rubric
• or
Methods:
•Tracking, graphing, summarizing
trends about progress
•Using a collection of:
-daily entry/exit slips
-daily assignments
-unit performances

14. Who is helped by Strategy 4 & 7?
•All students
– Targeted intervention for students not
reaching learning targets
– Differentiated tasks

15. STRATEGY 4
Teach students to self-assess and set goals.

16. STRATEGY 4:
Teach students to self-assess and set goals.
THE COMPONENTS OF VALID
SELF-ASSESSMENT:
Self-assessment::
Students make judgments about what they
know, have learned, or have mastered. The
judgment should be tied to a learning target.
Justification:
Students show evidence in their work as
rationale for their judgments.
Goal Setting:
Students make a plan for continued learning.
Goals should be specific and challenging.

17. Gregory, Cameron, & Davies (2000)
Options for Self-Assessment
BEFORE LEARNING
“When students are involved in
self-assessment, they provide
themselves with regular and
immediate descriptive feedback
to guide their learning. They
become more actively involved
in a curriculum that otherwise
can seem unrelated to their lives
and personal experiences.”
SELF- ASSESSMENT: BEFORE LEARNING

18. Options for Self-Assessment
• During PowerPoint lecture
or exit slip
• During mid-unit quiz
DURING LEARNING
= full understanding
 = need to “check”
? = confused or lost

19. Options for Self-Assessment
AFTER LEARNING
Using the results of a formative quiz or
assignment
SELF- ASSESSMENT: AFTER LEARNING

20. Activity #2:
Identify Characteristics of
Valid Self-Assessment
Directions:
• As a table, select one
subject area:
– PE (pgs. 2-5 in packet)
– History (pgs. 6-9 in packet)
• Review Billy and Sally’s
Self-Assessments
• Compare and contrast Billy
and Sally’s assessments
• Determine which one is
more valid than the other
and why
To Compare & Contrast:
Does the student…
assess in relation to the
learning target?
compare current status to
the targets?
justify judgment with
evidence from work?
set specific goals that guide
next actions?
Packet
p. 2-5;
6-9

21. Activity #2:
Identify Characteristics of
Valid Self-Assessment
To Compare & Contrast:
Does the student:
assess in relation to the
learning target?
compare current status to
the targets?
justify judgment with
evidence from work?
set specific goals that guide
next actions?
Why is this self-assessment?
•student determines their own
level of mastery as it relates to
1 learning target
•student justifies what he/she
needs to work on
•student determines what
he/she needs to do next to
reach the learning target

22. Activity #3:
Self-Assessing Level of
Mastery of a Learning Target
Packet
p. 10
Directions:
•Turn to page 10 of your
packet
• Review the 3-box rubric
• 2 student responses have
been provided, the first with a
model of self-assessment.
•Assess the second student
response below as if it were
your exit slip answer

23. Implementation Challenges &
Self-Assessment Templates
Challenges We Face:
• Culture
• Inaccurate
Self-Assessment
• Logistical Trickiness

24. Research Says…
•Students will achieve at higher levels
without additional instruction
– Black & Wiliam (1998a): Feedback on oral
reading rates.
– White & Frederiksen (1998) Self-assessment
on scientific inquiry skills.

25. Activity #4-
Table Discussion:
What does the research say?
Directions:
•Read the eight research
findings (pg. 11).
•Put a check mark next to
the two pieces of
research that you find
most thought-provoking.
•In the space provided
explain why those quotes
catch your eye.
When you are done…
• Walk to the front of the room
and a place a sticky note on
the two pieces of research that
you found thought-provoking.
Packet
p. 11

26. You Choose:
Self-Assessment
By yourself:
•Review the templates in the self-assessment examples
packet.
•Consider the questions on pg. 12 of your Activity
Packet. Determine:
•Who in your classes would benefit from these strategies?
•When (during a unit) would be a good time to use these
strategies?
•How would you use these strategies for your specific classes?
•Select a template that you could use or adapt
Packet
p. 12

27. Your Draft:
Self- Assessment
Directions:
• Create a self-
assessment for student
use during your next
instructional unit
• Activity Packet pg. 13
Meaningful & valid
self-assessment:
– Assesses in
relation to the
learning target
– Provides evidence
– Sets specific goal
Packet
p. 13

28. STRATEGY 7
Engage students in self-reflection, and let them keep
track of and share their learning.

29. STRATEGY 7:
Engage students in self-reflection, and let them
keep track of and share their learning
Self-Reflection: Students:
•connects students to
their growth.
•is embedded in the
lesson design.
•offers opportunities for
students to share their
progress.
•is a gap-closing strategy
because of its impact on
student motivation and
retention.
•track progress
•reflect on their
learning processes and
growth
•share observations
about achievement or
about themselves as
learners

30. CATEGORIES EXPLANATION
Recording
Progress
Tracking forms:
•link each entry to a learning target
• include a place for students to record and date
their results on multiple trials
Keeping
Learning
Journals
•A collection of student thoughts about any
aspect of learning can provide students and
teachers with regular descriptive feedback.
Collecting
Samples of
Work
•A portfolio can be used for self-reflection,
•especially if it documents growth, project
completion, or achievement over a collection
of learning targets.
3 Categories of Tracking Growth

31. Tracking Growth must be
Followed by Reflection
• Students must look over their collection of
tracked work and think meta-cognitively
about their learning.
Students should draw conclusions about::
What they have learned
How they have learned it
What worked and didn’t work
What they would do differently

32. Recording Progress:
LTHS Example

33. Recording Progress with Self-Reflection:
LTHS Example

34. Recording
Progress
with Self-
Reflection:
LTHS
Example

35. What should
accompany this
graph to make
it an example
of self-
reflection?
Recording Progress:
LTHS Example

36. Differentiated
Tasks
Asks student to
reflect on the task
they chose and
if it was
appropriately
challenging for
their learning.

37. Learning Journal:
Example
West Virginia Department of Education. Retrieved from: http://wvde.state.wv.us/teach21/LearningResponseLogs.html

38. Learning
Journal:
Example
Shadle High School. Retrieved from : http://www.spokaneschools.org/Page/7603

39. Portfolio with Reflection Statement:
Example
Student Portfolio :Williamson, Sean. http://newtechhigh.org/Sample_Portfolios/sean/

40. LTHS Example: Self-Reflection
•How did you learn
this?
•What worked? Why?
•What will you do to
review this?
•How will you learn this?

41. You Choose:
Self-Reflection
By yourself or with your table:
•Review the templates in the self-reflection packet.
•Consider the questions on pg. 14 of your Activity
Packet. Determine:
•How is a student tracking their progress?
•How is the student being prompted to draw conclusions
concerning their learning and growth over time?
•How could you use this in your classroom?
•Choose a template that would work for your students!
Packet
p. 14

42. Your Draft:
Self- Reflection
Directions:
• Design a self-reflection
for use this semester.
• Please make sure this
reflection prompts
students to look at a
collection of work and
draw conclusions.
• Activity Packet pg. 15
SELF-REFLECTION INVOLVES:
• Students must look over their
collection of tracked work
and think meta-cognitively
about their learning.
Students should draw
conclusions about::
 What they have learned
 How they have learned it
 What worked and didn’t
work
 What they would do
differently
Packet
p. 15

43. Session Objectives:
I CAN…
• differentiate between self-assessment and self-
reflection.
• identify the characteristics of valid self-assessment.
• explain the value of self-assessment and self-
reflection.
• Identify or create a self-assessment and self-reflection
strategy that can be useful in my classes
• Aspire to create a class culture in which students
value self-assessment and self reflection

44. Reflect on
Today’s Session
Directions:
• Please think
about first
quarter and
your goals for
second quarter,
when
completing this
form.

45. WHAT MATTERS MOST IS
HOW YOU SEE YOURSELF.
Assessment for learning
is used not to punish or reward,
but to guide students on their learning journey.

46. References
Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson
Education, Inc. 2009.’
Harlen, W., & M. James. (1997). Assessment and learning: Differences and relationships
between formative and summative assessment. Assessment in Education: Principles,
Policy, & Practice 4(3), 365-379.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems.
Instructional Science, 18,119-144.
Shadle Park High School (2012-2013). Learning log: Sample learning log. Retrieved from
http://www.spokaneschools.org/Page/7603.
Stiggins, R (2007). Assessment for learning: An essential foundation of productive
instruction. In Douglas Reeves (ed.), Ahead of the curve (pp56-77). Bloomington, IN:
Solution Tree.
West Virginia Department of Education. Learning logs: Math journals. Retrieved from
http://wvde.state.wv.us/teach21/LearningResponseLogs.html
Williamson, Sean (2011). Student portfolio. Retrieved from