1. McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Chapter 7:

2. 7-2  Self-assessment represents a new skill acquisition for students (as well as for some educators). › Considered by many as the missing piece in classroom assessment.  It may also be the most important form of assessment given its potential life-long educational impact.

3. 7-3  As Earl (2003) has stated, “Over time, students move forward in their learning when they can use personal knowledge to construct meaning, have skills of self- monitoring to realize that they don’t understand something, and have ways of deciding what to do next” (page 25). › She believes that each individual student is the critical factor and connection for any learning event.

4. 7-4  Earl (2003) further contends that, “Students, as active, engaged, and critical assessors, can make sense of information, relate it to prior knowledge, and master the skills involved. This is the regulatory process in metacognition. It occurs when students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. Assessment as Learning is the ultimate goal, where students are their own best assessors.”

5. 7-5  As a process, self-assessment functions as an internal review system that can include: › Selecting and/or prioritizing individual learning goals or outcomes › Monitoring one’s progress toward those learning outcomes › Determining what individual adjustments are needed throughout a lesson

6. 7-6  Minimal instructional time and curriculum attention is directed to self-assessment in today’s classrooms.  At the same time, it is common to find mission advertisements for schools or educational programs that include descriptions of their students as “self- sustaining learners” or “life-long learners.”

7. 7-7  If the field of education and the general public truly want and promote students to be life-long learners … › then our children need to be taught to develop and learn internal review and monitoring mechanisms that can be implemented during any educational experience.  In addition to the “joy” and excitement of learning new things, the necessity of being able to self-regulate and monitor the effectiveness of one’s learning and overall progress is essential both in and outside the classroom.

8. 7-8  The construction of a personal assessment and monitoring system doesn’t happen automatically.  It is important to recognize that self-assessment is a learned skill and behavior set that most learners don’t acquire by chance. › Like other presented material, this skill must be taught, practiced, and refined over time.  The primary setting where this instruction can and should take place is the classroom setting. › Only with time, effort, and repeated practice opportunities, can this become an effective learning tool and life process.

9. 7-9  Self-assessment questions: › 1) Where am I in preparation for the lesson? › 2) Where am I leading my students? › 3) How do I get my students there?  This reflection is necessary and critical in the unveiling of the lesson and the direction that is provided. › Thus, learners know and hopefully acquire the anticipated outcomes to be obtained before the lesson is completed.

10. 7-10  It’s important for students to see their teacher engaged in self-assessment. › The process is demonstrated so that value and purpose can be identified with it. › This is essential if students are to engage in self- assessment practice.  If they see it being utilized by significant models in their lives, they will be more likely to acquire and consistently engage in self- assessment practices.

11. 7-11  Students need to be informed in order for self-assessment to effectively work.  They need to know of their educational destination before the lesson is started.  They need to know and understand the performance standards that they are expected to meet.  They need to know what they should be able to do when their instruction is completed.

12. 7-12  If clarity is provided on the expected learning outcomes, students can better evaluate their readiness when starting a new lesson or unit.  Through reflective action, they can ask the important question: › Am I where I need to be to get the most from this new learning experience? › They can ask themselves if they are ready for this.  If the answer is “no,” then a quick review on the student’s part can take place or instructor assistance can be sought.

13. 7-13  Clarity regarding instructional beginning and end points along with an operating model that a learner can use to gauge and monitor on-going progress needs to be in place. › For example, What did I learn today? Can I complete the problems that were reviewed in class?  It needs to serve as a checking and monitoring system. › One the learner can independently use and benefit from.

14. 7-14 Any model should have at least the following: › Clear and understandable instructional goals and outcomes › Specific performance standards that the student’s work will be compared against › A functional set of procedures (internal or external by design) a student can use to independently review and monitor their learning.

15. 7-15  Self-assessment usually takes two general forms in the classroom. › The more common approach involves use of teacher directed activities where:  Students are required to check and examine their learning progress.  Students review their work and determine what they have learned and what areas are still unclear or confusing.

16. 7-16  Allowing students to review and even score some of their assignments. › Can score their own work or the work of their classmates. › Providing a checklist of expected items, answers, or required steps helps them recognize necessary elements to perform at the highest levels.  Providing scoring rubrics to students during the completion of a project. › An easy way for them to understand what criteria are expected as part of a project or product.  Providing examples and exemplars of the products or performances the students are trying to complete. › Use past student work, preferably before the project is started, so students can see a good project and how it met the expected criteria.

17. 7-17  Embed self-review activities within the classroom assignments themselves. › Could involve a reflection log, a weekly self- evaluation, or a simple reminder to have the student check and acknowledge his progress at that point in the instruction.  Whole-class or small-group discussions can take place along with scheduled student- teacher interviews where certain products can be discussed.

18. 7-18  Exit Slips: administered at the end of a class period, students anonymously respond to specific teacher- generated questions (e.g., What did you learn today? What are you still confused about?).  They are: › Quick and easy › Done to increase students’ awareness to their present learning status, take stock of current progress, and determine what must be continued or changed. › They can be administered as frequently as every day.

19. 7-19  Learning or progress checklists can also serve as learning guides and confirmation of instructional targets. › They become arrays of essential “mile markers” to confirm acquisition and mastery of specific information and/or skills.  Students can quickly determine if they’ re on the desired instructional path and heading in the right direction.  Based on how items on a checklist are structured, review of general or specific knowledge or skills can be conducted.

20. 7-20  An internal script can consist of specific questions that you want your students to ask after a lesson has been presented or a learning activity has been completed › What did I learn today? › How well do I know it? › What is still unclear? › What do I still need help with? › What am I going to work on next?

21. 7-21  A self-regulating guide should allow students to consistently monitor their learning progress both in and outside the classroom.  As valuable as a script can be for students, the most important goal is to provide planned time for students to examine their progress and acquire the knowledge and skills that they are missing or have yet to master (Chappuis & Chappuis 2008).

22. 7-22  When learning something new: › It’s important to know your departure location and your destination. › Starting and ending points serve as important coordinates for the instructional path that is followed.  The path taken between those points constitutes the real educational experience. › It’s essential to know if progress toward reaching an identified destination is truly being made by a learner(s).

23. 7-23  Consequently, if students are provided the opportunity to recognize key learning “points” within a lesson, then they can help to track, review, and monitor their own progress along any educational path.  So how can your students begin to monitor their learning progress? › It can start by having them ask this fundamental question at the end of each lesson and/or activity:  Have I learned the material presented in this lesson?  Learners need to conduct an internal progress audit; a critical review and analysis of their work to determine their success in regard to this question.

24. 7-24  We all must recognize that self-assessment isn’t an innate behavior or ability that suddenly manifests itself; it is a learned skill.  It can take the form of an educational gift and a teachable moment if a teacher is willing to seize the opportunity.  Since this process requires active instruction and given the powerful effects of modeling on learning new behaviors: › Teachers are in a tremendous position to demonstrate to their students the utility and effectiveness of self- assessment. › This can be done by the personal use of self-assessment practices within the daily routine of the classroom.

25. 7-25  You may still be asking yourself if this self- assessment instruction is really necessary. › It’s one of the most important things you can do for yourself and your students.  Involving yourself in professional self-reflection and review can only enhance your pedagogy and effectiveness.  More importantly, in modeling this process and providing orchestrated learning opportunities for your students to learn and practice self-assessment strategies, they can acquire skills to be used in any learning situation regardless of content or grade level.