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Self-Assessment Systems One way to convince students to take more ownership of their own learning process and set measurable and achievable goals. Dave.

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Presentation on theme: "Self-Assessment Systems One way to convince students to take more ownership of their own learning process and set measurable and achievable goals. Dave."— Presentation transcript:

1 Self-Assessment Systems One way to convince students to take more ownership of their own learning process and set measurable and achievable goals. Dave Thrasher Takapuna Grammar NZIP Conference Mon 6 th 4:25-5:20

2 Presentation Plan  Overview of different aspects of current self-assessment forms with incorporated aims of each concept an evolution to this point  Examples of student responses  Summation of student survey  Other thoughts, handouts, conclusion and advice.

3 Self-Assessment Form Aspects Current incarnation has 6 concepts:  Perceived ability  Chosen study techniques  Perceived effort  Predicted unit/topic test mark  Plans for last week of unit  Previous predicted and actual marks

4 Manageable & low-maintenance forms  Uses about 10min of lesson time once per month.  Can be quickly printed / photocopied.  Can be quickly reviewed by teacher (about 10 minutes per class).  Can be stored by teacher or student.  Optional inclusion of existing data in spreadsheet mark-book with less than 5 minutes work per class.

5 Reasons why I have students attempt self-analysis in some fashion:  Many years ago: development of 8 long- term HW sets (Yr 12 & 13 Phy): Idea inspired by Des Duthie of Nelson College 1998  HW sets included many aspects: one of which was a self-assessment sheet that was handed in with HW at end of unit.  Procrastination was one of largest issues.  To combat: self-assessment form was re-written and brought forward to one week before HW deadline.

6 1 st Aspect: Student’s Perceived Ability  A continuum from 1-6 is supplied.  The student judges their ability on the day they fill out the form: 1/2 to 2/3 rds through current unit.

7 Perceived Ability Aim (and evolution)  Overtly links HW and class-work  Overtly covers double criteria issues  Reflects our school report mark for “attainment” (1 to 5)  Hopefully leads student to accept things can change (improve hopefully).  Idea was adapted to be more detailed and overt after 2008 SCICON workshop: Hazel Macintosh (Kamo HS) - how she was working with Yr 11 Sci to manage their own learning.

8 2 nd Aspect: List of Study Techniques  From a supplied list the student selects which techniques they have incorporated so far into their study.  This list usually changes during the year based on student-teacher questionnaires and feedback. Yr 11 Sci Yr 12 Phy Yr 13 Phy

9 Thoughts on Study Technique List  Overtly reflects various ways students can study.  Gives ideas for students who have yet to find method that works for them – or even start!  Can lead to debate: which are the most efficient techniques and which should not be relied on.  Yr 11 & 13 kids liked list: probably for different reasons.  Yr 12 Phy kids – not so much: lead to overt discussion with class on “how to study efficiently” and Yr 12 “ego” and other special Level 2 vs Level 1 issues.

10 3 rd Aspect: Student’s Perceived Effort  Incorporated into 2 overt questions (besides other implied areas): students give teacher feedback of their own effort. Yr 11 Sci or Yr 12 Phy Yr 13 Phy

11 Thoughts on Perceived Effort  Overtly attacks procrastination aspect of long-term HW.  Reflects school report effort mark.  Includes idea that effort is different than ability.  Other aspects explained later also give teacher feedback on how student considers their own effort.  Could reflect over-inflated ego and could lead to debate of what is required.

12 4 th Aspect: Predicted Test Mark  Utilizes 10-mark system to overtly emphasise continuum nature of learning and assessment.  Note: “prediction” “goal”: what will happen vs what they want.  I’m still considering to include this.

13 5 th Aspect: Goal setting: AKA “plans”  Students consider this the trickiest and most time-consuming part.  Had to be re-written with “plans” instead of “goals”.  Had to get more overt about “measurable and observable” plans vs general broad-stroke thoughts. Original Version Re-written Version

14 Goal setting thoughts: the BIG IDEA  Student responses to this question can lead to the most deep-thinking and overt self-analysis if done properly.  This usually requires overt explanation by me and a bit of prodding in term 1.  Some results can be very insightful.  Needed to be re-written after student survey: students didn’t see the point.  Hardest to get measurable and observable plans and goals.

15 Examples of Student’s response to #6 Year 11 Science 1 st unit Year 11 Science 1 st unit Year 11 Science 2 nd unit Year 12 Physics 4 th unit Year 12 Physics 4 th unit Year 13 Physics 3 rd unit Year 13 Physics 3 rd unit Year 13 Physics 3 rd unit  Note: question rewritten after Term 1.

16 6 th Aspect: History of Test Marks  A late addition (term 2) has been the inclusion of the predicted and actual mark for previous unit/topic tests.  It is hoped that this will allow students to see the global picture of their learning.  Utilizes mail-merge of existing data. 4 th Yr 12 Phy Form 5 th Yr 13 Phy Form

17 Student Survey on Self-Analysis Form 1)Would you consider the 5-10 minutes spent filling the self-assessment form out “helpful” or “not helpful” to you? Why or why not? 2)What do you think the purpose is of me having you fill out this form (including all 6 parts)? 3)Has the list of possible study techniques or strategies helped? If so, how? 4)Regarding the writing of the goals: has this helped at all in your plans to improve? AND have you followed through and achieved some of these goals? 5)If you have any other comment you’d like to give on this self-assessment form please write them here:

18 Student-Survey Conclusions  2/3rds or more considered the 10min worth their time.  Yr 11 Sci & 13 Phy: about 2/3 rd thought study-technique list helped. Most common reason: gives or reminds them of ideas. Of those you didn’t think list helped: most didn’t “study” or continued to use their “own” technique regardless of the supplied list.

19 Survey lead to rewrite of #6  Only ½ of students thought “goal- setting” was worth their time.  Prompted a re-write to “plan” and overt class debate/discussion as to what is measurable and observable and WHY these plans are “better”.  2 nd survey in term 3 is planned to see what effect re-write and discussion have had.

20 Handouts: Includes:  1 page overview  13 forms filled out by kids to get a feel of what kids may write and how forms fit together 5 Year 11 Science 2 Year 12 Physics 6 Year 13 Physics

21 Global Conclusion and Advice  It’s worth my time & effort.  Leads students towards big ideas and meta-cognition of their own learning process and responsibilities.  Majority of students think it’s worth their time and effort.  Advice: Give it a go. There’s no downside – even with occasional negative response – or even if you don’t have that much time to read them.  Start with photocopy version if not skilled with mail-merge.

22 Questions / Comments  I hope this talk has been worth your time.  Finally, files are available to share on memory stick (this powerpoint + 5 word files of self-assessment forms).

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