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Self-Assessment: Making students aware of their learning

Self-Assessment: Making students aware of their learning. By: Ashley Carroll and Jana Craven. What is Self-Assessment?. Students participating in their assessment Goal setting Self evaluation/reflection Process Self-directed learners. Types of Self-Assessments. Writing Conferences

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Self-Assessment: Making students aware of their learning

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  1. Self-Assessment:Making students aware of their learning By: Ashley Carroll and Jana Craven

  2. What is Self-Assessment? • Students participating in their assessment • Goal setting • Self evaluation/reflection • Process • Self-directed learners

  3. Types ofSelf-Assessments • Writing Conferences • Reflection Logs • Discussion • whole group • small group • Self-Assessment Checklists and Inventories • Teacher-Student Inventories • Portfolios • Contracts

  4. Examples of Self-Assessment • Writing Checklist • Self Evaluation • Peer/Group Evaluation • Reflection Log/Journal

  5. Student Quality Folders • Purpose • What do they look like? • Goal setting • Graphs • Math • Writing • Running Records • Why Student Quality Folders?

  6. Why Self-Assessment? • Creates a self-aware classroom • Students can participate and lead conferences • Teaches and promotes goal setting early • Creates responsibility

  7. Story Sacks

  8. What is a story sack? • Story sacks are made up of a large bag containing a quality storybook with supporting materials, such as puppets, backgrounds and a game to stimulate reading/language activities. • A tape normally accompanies the story so that children can listen to the story and act it out.

  9. The Goals of a Story Sack • To excite the reader and get them involved in their learning. • To provide children with materials to retell a story. • To get parents involved in reading with their children and help them learn how to retell a story.

  10. Connecting Story Sacks and Self-Assessment • At the beginning of the year the story sack is introduced and modeled to the class. • Eventually students start to read and act out the stories on their own. • Through this experience and continued modeling, children will learn the key parts in retelling a story: • setting • character • main idea • author’s purpose • character problem/solution • making a connection • Once the retelling procedure has been in place, students will be able to assess themselves with a partner using a checklist. • Towards the end of the year the children will be able to take home a story sack along with a letter explaining the story sack and the procedure. At home students will use the story sacks to retell stories with their families.

  11. What’s the Importance? • Through excitement the child starts to take control of their own learning experience. • Story sacks promote a love and excitement for books. • Not only do they reinforce retelling skills, but they also help create a foundation for reading, listening, and communicating. • Story Sacks provide parents with an opportunity to share a reading experience with their children in a new way.

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