1. Self–Assessment: Rubrics, Goal Setting and Reflection

2. Why self-assessment?
"Self-assessment empowers students to guide their own learning and internalize the criteria for judging success.”
- McMillan and Hearn

3. When learning is visible to children, the power becomes theirs.
Visible Learning
When learning is visible to children, the power becomes theirs.

4. Essential Questions
Essential Question 1: How do I help my students set and accomplish goals based on data?
Essential Question 2: How do I effectively use rubrics in the self-assessment process?
Essential Question 3: How do I help students reflect on their growth?

5. Student Self-Assessment Cycle
Where am I now?
Analyzing data
Where am I trying to go?
Knowing progress toward learning targets
How will I know if I’ve arrived?
Awareness of thinking
and reflection
What do I need to get there?
Implementing strategies to improve performance
Student Self-Assessment Cycle

6. Student Self-Assessment Cycle
Where am I now?
Analyzing data
Where am I trying to go?
Knowing progress toward learning targets
How will I know if I’ve arrived?
Awareness of thinking
and reflection
What do I need to get there?
Implementing strategies to improve performance
Student Self-Assessment Cycle

7. What sources of student data do you have?

8. Essential Question 1: How do I help my students set and
accomplish goals based on data?

9. Student Self-Assessment Cycle
Where am I now?
Analyzing data
Where am I trying to go?
Knowing progress toward learning targets
How will I know if I’ve arrived?
Awareness of thinking
and reflection
What do I need to get there?
Implementing strategies to improve performance
Student Self-Assessment Cycle

10. Student Goal Setting
“Setting goals squarely on student performance is a powerful way to enhance student achievement.”
Stronge and Grant

11. Basics of Effective Goal Setting
Express goals positively.
Be accurate.
Set priorities.
Keep goals small.
Set goals students have control over.
Set specific, measurable goals.

12. “The process of goal setting allows students to CHOOSE where they want to go in school and what they want to achieve.”
Sasson

13. Identify a content standard students
may struggle with and write a goal
for a student to improve in that area.

14. Vague Goals Specific Goals
A teacher can guide a first-grade student in setting a goal to improve reading fluency.
Vague: I will read faster.
SMART: I will increase my reading fluency by the next marking period.
SMARTer: I will increase my words per minute from 45 to 70 on level I by May.
I will do this by practicing my speed, phrasing, and sight words for 10
extra minutes each night.

15. Evaluate the student goal you just wrote and discuss with a partner
how to make it SMARTer

16. A goal is an outcome, something that will make a difference as a result of achieving it.

17. Tracking and Displaying Goals Motivates Students

18. Essential Question 2: How do I effectively use rubrics in the
self-assessment process.

19. Student Self-Assessment Cycle
Where am I now?
Analyzing data
Where am I trying to go?
Knowing progress toward learning targets
How will I know if I’ve arrived?
Awareness of thinking
and reflection
What do I need to get there?
Implementing strategies to improve performance
Student Self-Assessment Cycle

20. How does your cookie crumble?

21. Student-Friendly Rubrics
Appropriate.
Definable.
Observable.
Distinct from one another.
Complete.
Able to support descriptions along the continuum of quality.

22. Interactive Rubrics & Rubric-Generating Tools
QR Codes
Use QR codes to embed content for each of the scoring criteria.
forallrubrics.com
Doctopus − add onto Sheets Google Drive
Canvas

23. ENGAGE!
“Students who are involved in creating rubrics are more engaged, and more likely to use the language of the rubric to self-evaluate and give peer feedback.”
Brookhart

24. Rubrics become powerful when they:
Allow students to take ownership on how they are evaluated.
Use student language.
Teach academic vocabulary.
Foster student engagement and ownership.
Provide vital feedback for students.
Offer authentic assessments that guide teaching and learning.

25. Case Studies

26. How do I help students reflect on their growth?
Essential Question 3:
How do I help students reflect on their growth?

27. Student Self-Assessment Cycle
Where am I now?
Analyzing data
Where am I trying to go?
Knowing progress toward learning targets
How will I know if I’ve arrived?
Awareness of thinking
and reflection
What do I need to get there?
Implementing strategies to improve performance
Student Self-Assessment Cycle

28. Reflection occurs when students…
Think
Analyze
Plan

29. Types of Reflection Oral Written Teacher/student Student/student
Class discussion
Written
Journals
Essays
Assessment Questions

30. Reflection helps students think more deeply.
What did you do, observe or read?
How did you feel?
What did it remind you of?
What did the experience make you think?
How did your thinking change?
What will you do differently in the future?

31. Students reflect through various lenses.
Objective
Reflective
Interpretive
Decisional

32. Triangle, Square, Circle Reflection

33. Getting across the finish line is something all students can do!

34. Skills
Study
Work
Life
“Accurate self-assessment is...crucial for education to be a lifelong enterprise that continues far after the student has left the classroom.”
- Dunning, Heath and Suls

35. For more information go to myUEA.org/AssessmentLiteracy
© 2015 Utah Education Association