Best approaches for helping students self-assess their own learning

1. Best approaches for helping students self-assess their own learning Brooke Holway Kris Woods May 2012

2. 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

3. 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

4. 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

5. Holway/Woods 2011-2012

6. Formative Self-Reflection Holway/Woods 2011-2012

7. Summative Self-Reflection Holway/Woods 2011-2012