Self-Assessment By Students Sharing by Cheryl Lee 16 January 2015
Are these questions you have encountered? What do I have to do to get an A? Do we need to know this? Why do we have to do this piece of work? Why don’t you tell us what you are looking for?
My journey into understanding the power of rubrics in self-assessment
Overview 1. Motivation 2. Practice Students’ Work samples 3. Advantages & Challenges 4. Reflection
(1) Motivation Building on work done in PLC in Term Bothered by degree of emphasis students place on grades Emphasize deep learning using student’s work Empower students with skills to do so Provide teachers with greater insight into student learning
(2) Practice: Outline (similar to PLC study) Method: Assessment for learning Platform: Self-assessment of timed assignment Essentials: 1. Clarify Requirements of assignment with students 2. Develop structures for justification & self-reflection 3. Students conduct self-assessment 4. Teacher responds to student’s self- assessment & reflection
(2) Practice: Details Topic: National Income Determination Timed Assignment 4: 1 full Essay (a) & (b) (25m) Focused on (b) – discussion question Aim: Students use rubrics to assess their timed assignment part (b) Provide justification for their choice of content & evaluation band Reflect on their performance on part (b)
(2) Practice: Overview SequenceAction by Students & Teacher 1. Clarify Requirements of assignment with students Students: Work out criteria to answer the question (structure + essential points) Learn to use rubric 2. Develop structures for justification & self-reflection Students Provide justification & self- reflection form 3. Students conduct self- assessment with reflection Students: Use marking scheme to decide content & evaluation band Provide justification for above choice Reflect on performance 4. Teacher responds to student’s self- assessment & reflection Teacher follows up with students
(2) Practice: Clarify Requirements with Students Students work out criteria to answer the question (structure + essential points) Teacher designs rubric Help students to understand the requirements of success criterion in the rubrics via worksheet & role-modeling
Guided understanding of success criteria
(2) Practice: Developing structures for justification & reflection Justification Sheet
Reflection Sheet (2) Practice: Developing structures for justification & reflection
Students’ work
Student’s justification: sample 1
Student’s justification: sample 2
Student’s Reflection: sample 1
Student’s Reflection: sample 2
(2)Practice: Teacher follow-up Student corrections Comments on students’ justification & reflection
Layers of feedback & learning 1 st layer: Some overall written feedback by teacher on student’s work 2nd layer: Learning opportunity when using sample answers to better understand success criterion 3 rd layer: Rubric provides feedback to student on what he/she has accomplished and what AFIs are required 4 th layer: Student justification and reflection provides added opportunity of learning, metacognition 5 th layer : Teacher responds to student justification & reflection
Measurements of student learning Qualitative: Written justifications, Level of interrater agreement Reflections, Student corrections
(3) Advantages Logistical: Quicker feedback for students Pedagogical: Deepen understanding Metacognitive: Aware of own strengths, progress, gaps Affective: Build shared ownership of learning process, perceive tests as ‘useful feedback’ rather than just ‘grades’ Sadler, P. M., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11, 1–31.
Points to Ponder Transparency of rubrics: Need for different models of performance Does it inhibit creativity?
My Reflections Importance of mindset change for students Importance of getting students to understand the success criteria Time required for lesson preparation
Moving forward …
Acknowledgements My 2014 PLC Team Lesson Observers: Mrs Chin & Deborah
Q & A