1. Kákau Mea Nui Writing Matters
A Waimanalo Elementary and Intermediate School and University of Hawai`i Partnership to improve student writing

2. Improving Student Writing
Learning to Write
Writing Process
Writing Traits
Writing Genre
Writing to Learn
SUMMARIZING
Note taking
Entrance/Exit Slip
Reflecting
Etc.
Student Self-Assessment
Increasing the Quality & Quantity of Student Writing
Today

3. Student Self-Assessment
WASC Recommendation:
Increase the use of student self-assessment
Today
Reflection on Students’ Writing
Self-Assessment
Planning for Student Self-Assessment

4. In July we discussed how we want students to be good writers.
Where Are We?
In July we discussed how we want students to be good writers.
Writers who can:
Write for different tasks, purposes, and audiences
Collaborate with teachers and peers
Engage in the writing process
Grade levels wrote a description of what skills a students should have at their grade level.

5. Reflecting on Students’ Writing
Describe where your students are now as
writers.
2. Describe where you want them to be as
writers by the end of the year, including
MyAccess goal.
3. Identify which summarizing strategies your
students know and use (across grade-level).
Grade level teachers will agree on a brief description of where their grade level students are now and where they want them to be by the end of the year. Focus on:
You will have 5 minutes to discuss and jot down notes for the description. Select one person to present for your grade level. Please keep your verbal descriptions to 2 minutes. Please include your MyAccess goal for May.

6. Student Self-Assessment
Increase the use of student self-assessments
Reflection on Students’ Writing
Today
Self-assessment
Purpose today: BUILD ON WHAT YOU ARE DOING. We will LOOK at what you ALREADY KNOW, what you are ALREADY DOING, identify ADDITIONAL WAYS FOR student self-assessments and FINALLY, making sure student’s are not only self-assessing but doing it EFFECTIVELY.
Planning for Student Self- Assessment

7. Reflection 1 2 3 4 5 1 2 3 4 5 Before During Define self-assessment.
What are two or three additional ideas for students to do self-assessments in my class?
How do I currently have students self-assess their own learning?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
During
After
How confident am I in teaching students how to do a self-assessment?
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
Let’s start by locating the Reflection sheet on your table. The top left-hand side box is labeled “Before.” Please answer the two questions, “Define self-assessment,” and How do you currently have students self-assess their own learning?
“I do”
“We do”
“You do”
Direct Instruction
Group and Partner
Practice
Independent
practice
“I do”
“We do”
“You do”
Confident in each stage
Not confident in each stage
Confident in each stage
Not confident in each stage

8. What is Self-Assessment?
Self-assessment is the process of analyzing and making judgments about one’s own learning.
It involves assessing:
what you know
what you need to know, and
how you can bridge that gap
MANY DEFINITIONS: Educational context: One definition of self-assessment is =
Implied is: 1. What you know – assessed your current learning; 2. What you need to know – IDENTIFIED need based criteria/rubric ; and 3. How to close the gap between the two – USED the criteria to determine where you need to go. All three must be understood to some degree before a student can take action to improve learning.

9. What Students’ Learn - Self-Assessment
When students are collaborators in assessment they develop the habit of self-reflection and learn… the qualities of good work, how to judge their work against these qualities, how to assess their own efforts and feelings of accomplishment, and how to set personal goals.
In this process - Students also learn that assessment is not separate from learning. It is not something that is done to them. It has the potential of becoming an integral part of how they learn and they can improve the quality of their work.
PERSONAL EXAMPLE
Potential Benefit: Student self-assessment has been shown to raise students’ achievement significantly.

10. Instruction & Practice
Learn to Self-Assess
Criteria/Rubric
qualities of good work
how to judge their work against these qualities
how to assess their own efforts
Set personal goals
feelings of accomplishment
Explicit Instruction
Instruction & Practice
If students are going to learn to effectively engage in self-assessment -- they need:
Criteria/Rubric – developed by teacher or teacher/students
Instruction – Direct and Explicit Instruction (modeling and guidance)
Practice – Guided and Independent Practice – to the point you are confident students can successfully assess their efforts
Evidence – students need to reflect on the evidence (know & need to know) to set goals and make judgments about their growth & accomplishment.
Reflect on
Evidence

11. Student Self-Assessment
A few activities that require reflection and engage learners in the assessment process include:
Compare their work over time
Create and use evaluation criteria for a project
Evaluate and revise a piece of writing (rubric)
Judge their reading preferences and habits by reviewing their reading journals
There numerous opportunities to engage students in the assessment process.
Piece of writing – Word Choice or Sentence Fluency – Six Writing traits
Journals, look at genres, type of leading characters, number of books read, etc. to measure change over time?
Criteria Instruction Practice Evidence

12. Student Self-Assessment
Brainstorm a list of ways to have students
self-assess their learning.
Groups: K-2
3-5 LA
6-8 LA
Science 3-8
Math 3-8
Social Studies 3-8
Specials & Counselors
Now – brainstorm All the ways you can think of to engage students in self-assessment. Grouping according to content areas. Need large paper and markers.

13. Student Self-Assessment
What learning to write & writing to learn tools have you been using for the last 2 ½ years that you might have forgotten to add to your list?
Look at the next 3 slides and identify any ideas you might have missed when brainstorming. Add them to your list.

14. Summarizing & Rubrics Partners A & B Cornell Notes Summary 3-2-1 GIST
Frayer Model
Draw-Label-Summarize
GIST
What-Why-How
Sorting Cards
Line-Up
Cornell Notes
Summary
These are the summarizing strategies you have been implementing the last 2 ½ years. All can be used with a rubric, except Partners A & B and Line-Up.
KNL

15. Student Self-Assessment
How
What
Why
ORGANIZING
What-Why-How
INTRODUCTION
Hook – Linking Sentence –
Thesis Statement
CONCLUSION
Summary Statement –
Final Thoughts
BRAINSTORM
Topic/Opinion
Bubble or Tree Map
WRITE A DRAFT
REVISE DRAFT
EDIT
Six writing traits rubrics.
Voice
Cares about topic
Strong feelings
Authentic
Personality
Strong Connection
Ideas
Main idea
Supporting details
Showing details
Purpose
Unusual approach
Organization
Beginning
Ending
Sequencing
Pacing
Transitions
Word Choice
Strong verbs
Effective modifiers
Memorable words
Effective phrases
Engaging language
Sent. Fluency
Beginnings
Varied length
Reads well aloud
Rhythm and flow
Easy to understand
Conventions
Caps
Punctuation
Paragraphing
Spelling
Grammar

16. Increasing Writing Opportunities
Before
instruction
During
Instruction
After
Bell work
Entrance slips
Caption a picture
Vocabulary building
Assess prior learning
Assessing prior knowledge
Open ended question
Journal quick write
K-W-L
Write-Pair-Share
List-Group-Label
What-Why-How
Focused Write
Note-taking
Write/answer questions
Graphic Organizers
Summarizing
Reflecting
Exit Slips
Define key terms
If/Then statements
Quick write
Homework with writing
Draw-Label-Write
It involves assessing: what you know; what you need to know; and how you can bridge that gap – during learning situations.

17. Student Self-Assessment
Review your group’s list and ADD any learning to write & writing to learn strategies which could be used for student self-assessment that you might have missed.
2. Put a “*” next to the ideas on the list that already have established criteria or a rubric.
Look at the next 3 slides and identify any ideas you might have missed when brainstorming. Add them to your list.

18. Reflection 1 2 3 4 5 1 2 3 4 5 Before During Define self-assessment.
What are two or three additional ideas for students to do self-assessments in my class?
How do I currently have students assess their own learning?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
During
After
How confident am I in teaching students how to do a self-assessment?
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
Keep in mind the list your group just generated and complete the top right box on the “Reflection” sheet entitled “During.”
“I do”
“We do”
“You do”
Direct Instruction
Group and Partner
Practice
Independent
practice
“I do”
“We do”
“You do”
Confident in each stage
Not confident in each stage
Confident in each stage
Not confident in each stage

19. Planning for Student Self-Assessment
You have…
Developed a list of ways for students to
self-assess.
Established if you have the criteria/rubric.
Next step…
How will you teach students to self-assess?
Planning for Self-Assessment
Criteria Instruction Practice Evidence

20. Teaching Students to Self-Assess
Graduated Release of Responsibility
“I do”
“We do”
“You do”
Direct Instruction
Group and Partner
Guided Practice
Independent
practice
Best way…
WEIS has considerable experience and training with this GRR model. Newer teacher may or may not be familiar with this model.
Direct or Explicit Instruction (teacher-driven) = Model -- Group and Partner Practice = Guided -- Independent practice = more practice
Basic idea of this instructional model = the responsibility for the task completion shifts gradually over time from the teacher to the student. THE WE DO IS THE STEP THAT TEACHERS MISS OR MOVE THROUGH TOO QUICKLY. The “We Do” can be broken into two parts. Whole group in guided practice and partner guided practice. IF YOU HAVE EVER SAID, I thought my students how to do this strategy many times and they still can’t do it, THEN you need to look at what happened in the “We Do” step. Also the TIME issue, Goal is student mastery – need to put in the time.

21. Reflection 1 2 3 4 5 1 2 3 4 5 Before During Define self-assessment.
What are two or three additional ideas for students to do self-assessments in my class?
How do I currently have students assess their own learning?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
During
After
How confident am I in teaching students how to do a self-assessment?
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
This sheet is just for you. Could you take any of the ideas generated in your group and teach students how to self-assess using the GRR?
“I do”
“We do”
“You do”
Direct Instruction
Group and Partner
Practice
Independent
practice
“I do”
“We do”
“You do”
Confident in each stage
Not confident in each stage
Confident in each stage
Not confident in each stage

22. GRR & Student Self Assessment
Choose three vocabulary words from today’s lesson. Write a definition for each word.
Choose one vocabulary word (from the three you defined) and list two synonyms for it.
Write a complete sentence using your chosen vocabulary word.
Rubric: Vocabulary Example
Three vocabulary words
are defined correctly.
Two synonyms are listed
for one vocabulary word.
One vocabulary word is
used correctly in a
complete sentence.
Two vocabulary words
One synonym is listed for
one vocabulary word.
sentence. Sentence is
incomplete.
defined correctly.
No synonyms are listed.
Vocabulary word is used
incorrectly in a sentence.
Sentence is complete or
Meets (3)
Approaches (2)
Below (1)
Summarizing Strategy: – Let’s look at an example of a summarizing strategy your students are currently using in class but they are not self-assessing their responds.

23. GRR & Student Self Assessment
“I do”
“We do”
“You do”
Teacher
• Initiates
• Demonstrates (Elmo)
• Models
• Explains
• Thinks aloud
• Shows “how to do it”
Teacher
• Demonstrates
• Leads
• Suggests
• Explains
• Responds
• Acknowledges
Students
• Applies learning
• Takes charge
• Practice
• Problem solve
• Approximate
• Self-correct
Students
• Listens
• Observes
• May participate on a
limited basis
Students
• Listen
• Actively contribute
• Respond
• Question
• Collaborate
• Tries out
Teacher
• Validates
• Teaches as needed
• Evaluates
• Observes
• Encourages
• Clarifies
• Confirms
Summarizing Strategy: – Let’s look at an example of a summarizing strategy your students are currently using in class but they are not self-assessing their responds.
Group and Partner
Guided Practice
Direct Instruction
Independent practice

24. Example: GRR & Student Self-Assessment
“I do”
Teacher
Students
Direct Instruction (Model & Demonstrate):
Students listen, ask questions, look at their copy of the rubric.
Review prompt and rubric. Place a completed on the Elmo. Model and think aloud as you assess each step of a completed using the rubric (repeat for 2-3 examples of varying quality)
“We do”
Teacher
Students
Guided Group Practice:
We do it.
Place a completed on the Elmo. Ask students to assess the sample. As a whole group, invite students to raise their hand on how they scored. Ask why they gave the score they did. Decide as a class what the score should be. Repeat.
Actively participate in assessing the sample alone and with whole class, respond to questions, offer opinions and reasons for scoring.
Guided Partner Practice:
Place a completed on the Elmo. Ask students to assess the sample alone. Assign pairs and ask pairs to reach agreement on the scoring. Walk around and check student’s “alone” and “pair” assessments. Review as a whole class, discuss scoring and reach consensus. Repeat with additional samples as needed. Have students assess their own completed and trade with peer. Reach consensus if needed. Repeat as needed.
Actively participate in assessing the sample alone and in pairs, clarify information with peer, respond to questions, offer opinions and reasons for scoring.
You do it together.
Summarizing Strategy: – Let’s look at an example of a summarizing strategy your students are currently using in class but they are not self-assessing their responds.
“You do”
Students
Teacher
Independent practice:
Ask students to access their own completed with the rubric. Monitor. Invite students to reflect on what they need to learn, set a goal, and/or describe progress towards an existing goal.
Observe, clarify, provide feedback, validate, encourage, confirm, teach as needed.

25. Teaching Students to Self-Assess
What work will students self-assess?
Science Lesson – 3-2-1
What rubric will students use to self-assess?
3-2-1 Vocabulary Rubric
What evidence will I use to demonstrate students are engaging in self-assessment?
Looking at this example, we can answer the following questions…
Beginning – more work. When students reach mastery – they do the work.
Completed and score
One sentence reflection

26. Writing Your Own Self-Assessment Plan
Content Area – Same Group
Write one plan you might use to teach students to effectively engage in self-assessment using the GRR model.
Be prepared to share the plan
for your group.
Whole group activity OR for larger groups, 3-5 people. Look at your list of ideas for engaging students in self-assessment. Might want to chose one with a rubric? Be prepared to share.

27. Group and Partner Guided Practice
“We do”
“You do”
Group and Partner Guided Practice
Independent practice
Teacher
“I do”
Direct Instruction
Students
What work with students self-assess? ___________________________________________
What rubric will students use to self-assess? _____________________________________
Student Self-Assessment: Plan
What evidence will I use to demonstrate students are engaging in self-assessment? ______ __________________________________________________________________________
We do it.
You do it together.

28. Reflection 1 2 3 4 5 1 2 3 4 5 Before During Define self-assessment.
What are two or three additional ideas for students to do self-assessments in my class?
How do I currently have students assess their own learning?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
During
After
How confident am I in teaching students how to do a self-assessment?
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
Finally, complete the “After” box on the Reflection sheet.
“I do”
“We do”
“You do”
Explicit Instruction
Group and Partner
Practice
Independent
practice
“I do”
“We do”
“You do”
Confident in each stage
Not confident in each stage
Confident in each stage
Not confident in each stage

29. Aloha See you January 21-24 & 27 for Articulation.
Please bring your self-assessment plan.
Don’t forget we are here to support you!
Let us know how we can help.
Dax – Answers the question on “Organization” scores.

30. Teaching Students to Self-Assess
Second Example
Need help here…We always do gallery tours, which are great, but can we introduce another strategy?