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Best approaches for helping students self-assess their own learning. Brooke Holway Kris Woods May 2012. What we did. What changes/improvements in student performance occurred. Student self-reflection survey Student recognition of expected learning Self-reflection practices

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best approaches for helping students self assess their own learning

Best approaches for helping students self-assess their own learning

Brooke Holway

Kris Woods

May 2012

slide2
What we did

What changes/improvements in student performance occurred

Student self-reflection survey

Student recognition of expected learning

Self-reflection practices

Questioning their own learning

Formative exit slips

What should I know?

What should I be able to do?

What don’t I understand?

What can I do to improve my learning?

Summative Big Idea graphic organizer

How do individual lessons and objectives connect to an overarching theme?

Can I transfer the learning?

Can I express in words, what I have learned?

Students began to recognize how to make the connection between a learning objective, what they know, and where they have difficulties

Evidence of questioning the degree of their own knowledge

Beginning to express strengths and weaknesses in writing

Holway/Woods 2011-2012

what we learned about building students agency as learners
What we learned about building students' agency as learners.
  • Students have difficulties verbalizing what they have learned, what they understand, and how to approach the discrepancy.
  • We have learned that through scaffolding (i.e. providing sentences stems for self-reflection), students have the sense of self to be confident in communicating their learning.
  • Students need to believe they have the skills to self-reflect on their learning. The scaffolding provides the reinforcement.
  • Scaffolded reinforcement needs to be modeled and employed consistently for continued progression in self-reflection strategies.

Holway/Woods 2011-2012

ideas for 2012 13 inquiry project on students self assessments
Ideas for 2012-13 Inquiry Project on Students' Self-Assessments

Ideas for Students‘ Self-assessments

Ideas for weaving these self-assessments into data team discussions

Bring students to the point of less reliance on the Big Idea graphic organizer to student-generated graphic organizers to show their own learning process of the Big Idea

Self reflection journals explaining how their performance on assessments correlates with impression of their understanding of the Big Idea

Engraining self talk into their own self-reflection of learning to recognize their strengths and weaknesses

How do the student-generated graphic organizers correlate to the data on the mid-year Science assessment?

How can the student transfer skills in self-perception of learning to the other content areas to determine possible self-reflective strengths and weaknesses that can be addressed in the class for improved learning?

Holway/Woods 2011-2012

slide6

Formative Self-Reflection

Holway/Woods 2011-2012

slide7

Summative Self-Reflection

Holway/Woods 2011-2012