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Self-Assessment: Rubrics, Goal Setting and Reflection UEA Assessment Literacy myUEA.org/AssessmentLiteracy

SELF ASSESSMENT

Students assess their own progress by asking themselves key questions about their learning: To help students determine where they are now, teachers can…

Ensure that students understand the criteria for quality work.

Help students gradually assume more responsibility for their own learning by using self‐

assessment tools such as checklists, rubrics and goal‐setting forms.

Provide students with opportunities to discuss their self‐assessments in light of peer and

teacher assessments.

Provide prompt and accurate feedback to students, in addition to scores and grades, to help

them identify next steps for learning.

To help students determine where they intend to go, teachers can…

Develop with students clear learning targets with concrete models.

Define good work using language that is student‐friendly and meaningful.

Establish common terms or symbols for reflection and self‐assessment.

Model goal‐setting for the students.

Monitor the goals that students set for themselves – making sure they are meaningful and

manageable.

Ensure goals are recorded for future reference.

To help students determine what they need to do to get there, teachers can…

Collaboratively identify strengths and gaps in students learning through the analysis of a

variety of data.

Help students develop realistic action plans that are practical and directly linked to the goals

that have been selected.

Monitor students’ progress as they implement action plans.

To help students determine whether they have accomplished what they set out to do, teachers can…

Have students revisit long‐term goals to reflect on their relevance and make adjustments.

Talk with each student about his/her goals.

Have students write a specific reflection about their goals and what they did to achieve them.

Offer guidance to students to help them identify their strengths and areas for improvement.


WILDLY IMPORTANT GOALS

Name Date

Begin with the end in mind Think about what you want to work on so you can be the very best YOU there is!!

My academic goal is:

________________________________________________________________________________________________________

________________________________________________________________________________________________________How long will it take me to reach my goal?

Two Weeks 1 month 2 months Other: ______________________

Who can help me reach my goal:

Parents Teacher Friends Other: ______________________

Where will I work on this goal?

School Home Other: ______________________

How will I reach my goal?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Did I reach my goal? Yes No Not Yet

Why?

________________________________________________________________________________________________________

________________________________________________________________________________________________________


My Personal Academic Goal Tracker

Date for Week Monday Tuesday Wednesday Thursday Friday


Goal Setting Resource Links

There are many ways to track and display goal setting in your classroom! Here are just a few ideas and websites to gather ideas from.

Bulletin Boards

Charts

Sticker charts Board game charts Coloring charts Climb a ladder charts

Graphic Organizers

Flow charts Fishbone Spider Web Graphs Bar graphs Plot graphs Scoreboards Gumball machines Popcorn buckets


Types of Rubrics Advantages and Disadvantages

Holistic: All criteria are evaluated simultaneously. Advantages

Disadvantages

Requires less time to achieve inter‐rater reliability (common rubrics).

Single score does not tell what the student should improve upon.

Scoring is faster. Not appropriate for formative assessment. Good for summative assessment. Analytic Rubrics: each criterion is evaluated separately. Advantages

Disadvantages

Good for formative assessment, but adaptable for summative.

Takes more time to achieve inter‐rater reliability (common rubrics).

Formative feedback. Takes more time than holistic.

Better tool to inform instruction. Gives diagnostic information to teacher. Single Point: Only the criteria for proficiency are described, leaving room for comments for above and below proficient. Advantages

Disadvantages

Tool for students to self‐evaluate, reflect and self‐monitor progress.

Takes more time to score and give specific feedback and comments for each criteria.

Areas of falling short and exceeding expectations are open ended.

Extremely difficult to achieve inter‐rater reliability (common rubrics).

Students will likely read the entire rubric. Common: for use across multiple classroom activities, department, and/or school Advantages

Disadvantages

Effective for formative assessment and feedback.

Takes time for teachers across departments or the school to agree upon criteria.

Great for 21st‐century skills, reading and writing.

More general in nature in describing learning goals.

Creates routine. Keeps expectations consistent.


Summary of Student Self‐Assessment Case Studies

Higgins, Harris, & Kuehn, 1994: Students in first and second grade defined criteria for group projects (process directed) at the beginning of the year, but at the end of the year were given completed projects to evaluate, redesigning criteria focused more on product than process. The “aha”: Students need to learn how to focus learning, and can do this as early as first grade.

Andrade, Du, and Wang, 2008: Students in third and fourth grade were asked to use rubrics to self‐ assess written stories/essays. The group that used rubrics for self‐assessment wrote better overall, specifically in the areas of ideas, organization, voice and word choice. (Andrade, Du, and Mycek, 2010 replicated these findings with fifth, sixth, and seventh graders.)

Ross, Hoagaboam‐Gray, and Rolheiser 2002: Students in fifth and sixth grade were taught self‐evaluation based on a rubric in math. Students were involved in defining the criteria, teaching how to apply the criteria, giving feedback on self‐evaluations, and helping students develop action plans based on self‐evaluation. The “aha: Students who self‐assessed outscored the comparison group at solving mathematics problems.

Ross and Starling 2008: Secondary students in ninth grade used four‐criteria self‐assessment. Students instructed to use the rubric for self‐assessment outscored a comparison group on three different measures, the largest of which was problem solving to accomplish the task (solving geography problems using GIS software.)

Hafner and Hafner 2003: College biology students’ use of rubrics for peer‐assessment and teacher‐assessment of a collaborative oral presentation. A rubric was created and then modified with discussion and involvement of students. Information gained from peer‐evaluation was accurate, matching teacher input and consistent across classes and years.


Student Written Reflections These are some examples of the types of written reflections you can encourage students to try:

Personal Journal: Students write freely about their learning. Dialogue Journal: Teacher and student create an ongoing dialogue with teacher giving feedback to student response. Highlighted Journal: Students highlight significant thoughts and feelings relevant to target goal. Key Phrase Journal: Students are asked to integrate terms and key phrases related to their target goal within their journal entries. Double‐Entry Journal: Students write their personal thoughts and feelings on one side of the page and key issues from study and class discussions on the other, drawing arrows and lines when connections occur.

handout self-assessment rubrics goal setting resources packet and learning... · self-assessment:...

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