A Closer Look at One
of the PLC Pieces:
FORMATIVE ASSESSMENT
STRATEGY 4 & 7
Session Objectives:I WILL : differentiate between self-assessment and self-
reflection.
identify the characteristics of valid self-assessment and self-reflection.
explain the value of self-assessment and self-reflection.
create a (or modify an existing) self-assessment and self-reflection strategy to use in my classes.
aspire to create a class culture in which students value self-assessment and self-reflection.
Agenda:
1. The PLC Cycle, Formative Assessment, & Strategies 4 & 7
2. Activity #1: Make a Prediction & Determine the Difference: Self-Assessment and Self-Reflection
3. Activity #2: Identify Characteristics of Valid Self-Assessment
4. Activity #3:Self-Assessing Level of Mastery of a Learning Target
5. Activity #4: What does the research say?
6. You Choose: Self-Assessment
Agenda:
7. Your Draft: Self-Assessment
8. Strategy 7, Categories of Tracking Growth,
Examples9. You Choose: Self-
Reflection
10. Your Draft: Self-Reflection
11. Exit Slip (Teacher Self-Reflection) & Conclusion
The PLC Cycle & Formative Assessment
The Seven Student-Centered Strategies of Formative Assessment
Strategy 1:
Provide students with a clear and understandable vision of the learning target.
Strategy 2:
Use examples and models of strong and weak work.
Strategy 3:
Offer regular descriptive feedback.
Teach students to self-assess and set goals.
Strategy 5:
Design lessons to focus on one learning target or aspect of quality at a time.
Strategy 6:
Teach students focused revision.
Engage students in self-reflection, and let them keep track of and share their learning.
Strategy 4:
Strategy 7:
Where Am I Going?
Where Am I Now?
How do I Close the Gap?
Activity #1:Make a Prediction:
Self-Assessment and Self-Reflection
Directions:• . Find
Activity #1 in your packet.
• Write a definition for the terms:–Self-assessment
–Self-reflection
Packet
p. 1
Activity #1: Determining the Difference:
Self-Assessment and Self-Reflection
Directions:• Watch each
video clip (2 in total).
• Record the language and activities in the clip that justify it as an example of self-assessment or self-reflection.
Clip #1: Self-Assessment
WHAT MAKES THIS CLIP AN EXAMPLE OF
SELF-ASSESSMENT?
Clip #2: Self-Reflection
WHAT MAKES THIS CLIP AN EXAMPLE OF
SELF-REFLECTION?
Concluding Activity #1: Determining the Difference:
Self-Assessment and Self-
Reflection WITH YOUR TABLE:
1) Discuss the characteristics of each clip with your table group.
2) Answer the following question:
What distinguishes the example of self-assessment from the example of self-reflection?
Self- Assessment vs. Self-Reflection
Self-Assessment (Strategy 4)
• Reviewing individual pieces of evidence to identify specific strengths and areas for further work
• Where am I now?
Self-Reflection (Strategy 7)
• A more global process of looking back over a collection of evidence
• How do I close the gap?
How it Happens in the Classroom
SELF-ASSESSMENT SELF-REFLECTION
• Class period • Game • Meet
• Class unit, Mid-unit, quarter
• Sports season• Series of games • Olympic run
Methods:•Assigning a rating•Stomp and Clap•Fist to 5•Assigning quality level with a rubric• or
Methods:•Tracking, graphing, summarizing trends about progress•Using a collection of:
-daily entry/exit slips -daily assignments -unit performances
Who is helped by Strategy 4 & 7?
• All students
–Targeted intervention for students not reaching learning targets
–Differentiated tasks
STRATEGY 4Teach students to self-assess and set
goals.
STRATEGY 4:Teach students to self-assess and set
goals.THE COMPONENTS OF VALID
SELF-ASSESSMENT:
Self-assessment::
Students make judgments about what they know, have learned, or have mastered. The judgment should be tied to a learning target.
Justification:
Students show evidence in their work as rationale for their judgments.
Goal Setting:
Students make a plan for continued learning. Goals should be specific and challenging.
Gregory, Cameron, & Davies (2000)
Options for Self-Assessment
BEFORE LEARNING
“When students are involved in self-assessment, they provide themselves with regular and immediate descriptive feedback to guide their learning. They become more actively involved in a curriculum that otherwise can seem unrelated to their lives and personal experiences.”
SELF- ASSESSMENT: BEFORE LEARNING
Options for Self-Assessment
• During PowerPoint lecture or exit slip
• During mid-unit quiz
DURING LEARNING
= full understanding = need to
“check”? = confused or lost
Options for Self-Assessment
AFTER LEARNING
Using the results of a formative quiz or
assignment
SELF- ASSESSMENT: AFTER LEARNING
Activity #2: Identify Characteristics of
Valid Self-Assessment
Directions:• As a table, select
one subject area:– PE (pgs. 2-5 in
packet)– History (pgs. 6-9 in
packet)• Review Billy and
Sally’s Self-Assessments
• Compare and contrast Billy and Sally’s assessments
• Determine which one is more valid than the other and why
To Compare & Contrast:Does the student…
assess in relation to the learning target?compare current status to the targets?justify judgment with evidence from work?set specific goals that guide next actions?
Packetp. 2-5;
6-9
Activity #2: Identify Characteristics of
Valid Self-AssessmentTo Compare &
Contrast:
Does the student:assess in relation to the learning target?compare current status to the targets?justify judgment with evidence from work?set specific goals that guide next actions?
Why is this self-assessment?
• student determines their own level of mastery as it relates to 1 learning target
• student justifies what he/she needs to work on
• student determines what he/she needs to do next to reach the learning target
Activity #3: Self-Assessing Level of
Mastery of a Learning Target
Packetp. 10
Directions:•Turn to page 10 of your packet
• Review the 3-box rubric
• 2 student responses have been provided, the first with a model of self-assessment.
•Assess the second student response below as if it were your exit slip answer
Implementation Challenges & Self-
Assessment TemplatesChallenges We Face:
• Culture• Inaccurate
Self-Assessment
• Logistical Trickiness
“Hard goals work to focus attention,
mobilize effort, and increase persistence
at a task. By contrast,
do-one’s-best goals often turn out to be not
much more effective than no goals at all.”(Sadler, 1989)
Research Says…
• Students will achieve at higher levels without additional instruction
–Black & Wiliam (1998a): Feedback on oral reading rates.
–White & Frederiksen (1998) Self-assessment on scientific inquiry skills.
Activity #4- Table Discussion:
What does the research say?
Directions:•Read the eight research findings (pg. 11).•Put a check mark next to the two pieces of research that you find most thought-provoking. •In the space provided explain why those quotes catch your eye.
When you are done…
• Walk to the front of the room and a place a sticky note on the two pieces of research that you found thought-provoking.
Packetp. 11
You Choose: Self-Assessment
By yourself:•Review the templates in the self-assessment examples packet.
•Consider the questions on pg. 12 of your Activity Packet. Determine:
• Who in your classes would benefit from these strategies?
• When (during a unit) would be a good time to use these strategies?
• How would you use these strategies for your specific classes?
• Select a template that you could use or adapt
Packetp. 12
Your Draft: Self- AssessmentDirections:
• Create a self-assessment for student use during your next instructional unit • Activity Packet pg.
13
Meaningful & valid self-
assessment:– Assesses in
relation to the learning target
– Provides evidence
– Sets specific goal
Packetp. 13
STRATEGY 7 Engage students in self-reflection, and let
them keep track of and share their learning.
STRATEGY 7: Engage students in self-reflection,
and let them keep track of and share their learning
Self-Reflection: Students:
•connects students to their growth.•is embedded in the lesson design.•offers opportunities for students to share their progress.•is a gap-closing strategy because of its impact on student motivation and retention.
•track progress•reflect on their learning processes and growth•share observations about achievement or about themselves as learners
CATEGORIES
EXPLANATION
Recording
Progress
Tracking forms:•link each entry to a learning target• include a place for students to record and date their results on multiple trials
Keeping Learnin
g Journals
•A collection of student thoughts about any aspect of learning can provide students and teachers with regular descriptive feedback.
Collecting
Samples of Work
•A portfolio can be used for self-reflection,
• especially if it documents growth, project completion, or achievement over a collection of learning targets.
3 Categories of Tracking Growth
Tracking Growth must be
Followed by Reflection• Students must look over their
collection of tracked work and think meta-cognitively about their learning.
Students should draw conclusions about::
What they have learned How they have learned itWhat worked and didn’t workWhat they would do differently
Recording Progress:
LTHS Example
Recording Progress with Self-Reflection:
LTHS Example
Recording
Progress with Self-
Reflection:
LTHS Example
What should accompany this graph to make it an example of self-reflection?
Recording Progress:
LTHS Example
Differentiated Tasks
Asks student to reflect on the task they chose and if it was appropriately challenging for their learning.
Learning Journal: Example
West Virginia Department of Education. Retrieved from: http://wvde.state.wv.us/teach21/LearningResponseLogs.html
Learning
Journal:
Example
Shadle High School. Retrieved from : http://www.spokaneschools.org/Page/7603
Portfolio with Reflection Statement: Example
Student Portfolio :Williamson, Sean. http://newtechhigh.org/Sample_Portfolios/sean/
LTHS Example: Self-Reflection
• How did you learn this?
• What worked? Why?
• What will you do to review this?
• How will you learn this?
You Choose: Self-Reflection
By yourself or with your table:•Review the templates in the self-reflection packet.
•Consider the questions on pg. 14 of your Activity Packet. Determine:
• How is a student tracking their progress?• How is the student being prompted to draw
conclusions concerning their learning and growth over time?
• How could you use this in your classroom?• Choose a template that would work for your
students!
Packetp. 14
Your Draft: Self- Reflection
Directions:• Design a self-
reflection for use this semester.
• Please make sure this reflection prompts students to look at a collection of work and draw conclusions.• Activity Packet pg.
15
SELF-REFLECTION INVOLVES:
• Students must look over their collection of tracked work and think meta-cognitively about their learning.
Students should draw conclusions about::
What they have learned How they have learned
it What worked and didn’t
work What they would do
differently
Packetp. 15
Session Objectives:
I CAN…• differentiate between self-
assessment and self-reflection.• identify the characteristics of valid
self-assessment.• explain the value of self-assessment
and self-reflection.• Identify or create a self-assessment
and self-reflection strategy that can be useful in my classes
• Aspire to create a class culture in which students value self-assessment and self reflection
Reflect on Today’s Session
Directions:• Please
think about first quarter and your goals for second quarter, when completing this form.
WHAT MATTERS MOST IS HOW YOU SEE YOURSELF.
Assessment for learning is used not to punish or reward,
but to guide students on their learning journey.
ReferencesChappuis, Jan (2009). Seven strategies of assessment for learning.
Boston: Pearson Education, Inc. 2009.’
Harlen, W., & M. James. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy, & Practice 4(3), 365-379.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems.Instructional Science, 18,119-144.
Shadle Park High School (2012-2013). Learning log: Sample learning log. Retrieved from http://www.spokaneschools.org/Page/7603.
Stiggins, R (2007). Assessment for learning: An essential foundation of productive instruction. In Douglas Reeves (ed.), Ahead of the curve (pp56-77). Bloomington, IN: Solution Tree.
West Virginia Department of Education. Learning logs: Math journals. Retrieved from http://wvde.state.wv.us/teach21/LearningResponseLogs.html
Williamson, Sean (2011). Student portfolio. Retrieved from http://newtechhigh.org/Sample_Portfolios/sean/