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Self-Assessment and Goal Setting

Self-Assessment and Goal Setting. Opening Thoughts. “A child must have some version of , ‘Yes, I imagine I can do this.’ And a teacher must also view the present child as competent and on that basis imagine new possibilities.”

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Self-Assessment and Goal Setting

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  1. Self-Assessment and Goal Setting

  2. Opening Thoughts “A child must have some version of , ‘Yes, I imagine I can do this.’ And a teacher must also view the present child as competent and on that basis imagine new possibilities.” Johnston, P. H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse . • How does this statement relate to student self-assessment and goal setting? How does it relate to your thinking about balanced-assessment practices?

  3. Guiding Questions • How do self-assessment and goal setting benefit the learner? • How can teachers use self-assessment and goal setting as tools to maximize student learning?

  4. Making a Connection Using the Frayer model, brainstorm your initial understanding of self-assessment and its relationship to goal setting. Definition Characteristics Self-Assessment Examples Non-Examples

  5. Thinking More Deeply about Self-Assessment • Review the following series of slides (6-8) and the recommended reading (Slide 9), comparing your initial ideas about self-assessment to what you are reading. • Consider how you are gaining a deeper conceptual understanding of self-assessment.

  6. Definitions of Self-Assessment • Self-assessment is the process of critically reviewing the quality of one’s own performance and provision. http://www.qualityresearchinternational.com/glossary/selfassessment.htm • The ability of a student to observe, analyze, and judge performance on the basis of criteria and determine how one can improve it. http://depts.alverno.edu/saal/terms.html#sa

  7. Dimensions of Learning Self-Regulation • Being aware of your own thinking. • Planning. • Being aware of necessary resources. • Being sensitive to feedback. • Evaluating the effectiveness of your actions. Marzano, R. J. (1992) A different kind of classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

  8. Self-Assessment vs. Self-Evaluation • Self-assessment is formative- students assess works in process to find ways to improve their performance. • Self-evaluation, in contrast, is summative- it involves students giving themselves a grade. Marzano, R. J. (1992) A different kind of classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

  9. Three Levels of Text Read, annotate, and discuss the article, Helping Students Understand Assessment. • LEVEL 1: Select a significant passage. • LEVEL 2: Think about the significance of the passage (interpretation, connection to past experiences, etc.) • LEVEL 3: Consider the implications for your work.

  10. Application Activity Consider the following task. • It is 1968. You are on the board of Time magazine. For the cover of the next issue, you must select the “Person of the Decade.” Your job is to decide which person should be selected and then justify your decision to the publishers by listing the people that were considered, the criteria you used, and how each person was rated under each criterion. (from GSASR Student Self Assessment) Think about the suggested questions in the article, Helping Students Understand Assessment. • Where am I going? • Where am I now? • How can I close the gap?

  11. Application Activity Continued • How can we help students engage in self-assessment and goal setting in order to enhance their performance on the task? • How does using Understanding by Design help teachers plan for self-assessment and goal setting?

  12. Update Your Connection Return to the Frayer model to update your understanding of self-assessment and its relationship to goal setting. Definition Characteristics Self-Assessment Examples Non-Examples

  13. So…I get it, but how do I make it happen for my students? In his book, Choice Words (2004), Peter Johnson describes how having a sense of agency enables one to make proactive contributions to one’s learning. • Children should leave school with a sense that if they act, and act strategically, they can accomplish their goals. • Agency is arguably a fundamental human desire in which we need to feel empowered by the relationship between what we do and what happens as a result of our actions. Pause to read more deeply about this idea of agency.

  14. Asking Probing Questions To spur a sense of agency and help students focus on self-assessment and goal setting, Johnson advocates the use of the following probing questions. • How did you figure that out? • What problems did you come across today? • How are you planning to go about this? • What are you going to do with [piece of work/product]? • Which part are sure about and which part are you not sure about?

  15. Application Activity • Describe briefly to a partner a recent assignment or work product from your classroom. • How might you use the probing questions to help students self-assess their process and product? • How might this discussion lead to the establishment of student-developed learning goals? • How might a rubric guide students toward the same goal?

  16. How can rubrics assist this work? Read, annotate, and discuss the article, Self- Assessment through Rubrics, using Three-Levels of Text. • LEVEL 1: Select a significant passage. • LEVEL 2: Think about the significance of the passage (interpretation, connection to past experiences, etc.) • LEVEL 3: Consider the implications for your work.

  17. Application Activity • Review the rubric: Analytic Rubric for Graphic Display of Data Source: From The Understanding by Design Professional Development Workbook (p. 183), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: ASCD. • How can the teacher use this rubric to help students with self-assessment and goal setting?

  18. Consensus Model Design a final model to reflect the group understanding of of self-assessment and its relationship to goal setting. Definition Characteristics Self-Assessment Examples Non-Examples

  19. Recommended Resources for Further Study • Working Toward Student Self-Direction and Personal Efficacy as Educational Goals http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm • Setting Objectives for Teachers and Students http://www.netc.org/focus/strategies/sett.php • Video Discussion with Dylan Williams on Self and Peer Assessment http://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentstrategiesdylanwiliam.asp

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