The document outlines steps for implementing student self-assessment, including using data walls to provide students feedback on their progress, having students track their own exit ticket and test data to monitor performance over time, and setting SMART goals for improvement based on analysis of their performance data. Key aspects of the process include making assessment data visible and explicit to students, providing regular opportunities for students to review and discuss their performance with teachers and peers, and establishing a cycle where students set goals, track subsequent performance, and reset goals based on results.

1. Student Self-AssessmentWritten By: Sabrina Pence, Arthur Ashe Charter School

2. Objectives for Today’s SessionUtilize data walls and other forms of feedback to inform students of progressBegin a process with students of tracking their own data and communicating about that dataSet goals for improvement with studentsWritten By: Sabrina Pence, Arthur Ashe Charter School

3. What The Research Says About Student Self-AssessmentRobert Marzano, What Works In Schools, 2003Schools can have tremendous impact on student achievement The effect of students setting academic and personal goals can be calculated to be between 18 to 41 percentage points difference in student achievement. Schools must challenge all students to be effectiveWritten By: Sabrina Pence, Arthur Ashe Charter School

4. FeedbackThe most powerful information you can provide to students is feedback on performanceFor feedback to be effective, it must be:TimelySimpleDirectly connected to what is being learned at the timeRegular, uninterrupted time for students to think about their progress.Written By: Sabrina Pence, Arthur Ashe Charter School

5. Sample Feedback CycleData Walls, Exit Tickets, Tests, and Other AssessmentsFeedbackRe-assessment: Do-Nows, New Exit Tickets and TestsWritten By: Sabrina Pence, Arthur Ashe Charter School

6. Step 1: Data Walls, A Visual Method of Communicating DataBest Practice: Data walls are for studentsPosted 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 Weekly assessment data remains up, while exit ticket data changesGives a sense of “I haven’t mastered yet, but with more practice I am empowered to change my level of mastery.”Provide a time in class everyday for brief discussion/review of the data wallNames the skill and which students mastered the skill so students can see itWritten By: Sabrina Pence, Arthur Ashe Charter School

7. Stop and ReflectWhat is going well with your current data wall? What improvements would you like to make? How do you think you can make these improvements?Share this with a partner.Group share-outWritten By: Sabrina Pence, Arthur Ashe Charter School

8. The Exit Ticket Connection: Using Them Effectively For Student Self-AssessmentExit tickets  Tests/Performance Tasks  Student Performance/UnderstandingHow 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?Written By: Sabrina Pence, Arthur Ashe Charter School

9. Step 2: Student Tracking of Exit Ticket and Test DataTo 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.Reflect with a partner:What is a simple way for students to track assessments on a daily basis?Written By: Sabrina Pence, Arthur Ashe Charter School

10. Your Task in Teams: 10 minutesDiscuss how you can implement the following:Daily use of exit tickets/other form of daily assessmentIdeas for getting students to track their progress dailyIdeas for getting students to track their weekly/bi-weekly progress on tests and quizzesOther systems you might need to make this workWritten By: Sabrina Pence, Arthur Ashe Charter School

11. Step 3: Goal-SettingOnce students know their data and can communicate how they are performing, they should set goals for performanceGoals should be SMART goalsSpecific, Measureable, Attainable, Realistic, and TimelyExample: 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.Written By: Sabrina Pence, Arthur Ashe Charter School

12. Sample Goal Setting CycleWritten By: Sabrina Pence, Arthur Ashe Charter School

13. Student Reflection Questions For Goal-Setting What did I learn today/this week? What did I do well? What am I confused about? What do I need help with? What do I want to know more about? What am I going to work on next? Written By: Sabrina Pence, Arthur Ashe Charter School

14. Goal Setting FormatHow can we get students to set SMART goals for improvement?Format?Time?Assistance?Written By: Sabrina Pence, Arthur Ashe Charter School