Student Self Assessment

Student Self Assessment

1. Feedback

   • Definition
     • Feedback is a critical component for student learning and success. Feedback should be frequent, meaningful, positive, and specific to help the students maximise their learning potential. It helps students become aware of their own strengths and areas where they can improve. It also helps students identify actions that they can take to improve their academic performance.
   • Ellimination of Bias
     • To eliminate bias when giving feedback teachers should ensure that feedback is given based on a set of standards or criteria so each student is receiving standardized feedback. “student work is compared to criteria, rubrics, models, exemplars, samples, or descriptions of excellence. Students learn what elements of their work (products, processes, or presentations) (Reeves, 2007, p. 32)
   • Benefits
     • -Identifies students own strengths and weaknesses
     • -Motivates students to achieve at higher levels
     • -Improves students learning
     • -Helps clarify learning targets and define goals, criteria, and standards
     • -Involves students in decision making
   • Examples
     • Descriptive feedback
       • Descriptive feedback provides students with detailed, specific information about improving their learning, and is linked to the learning that is expected. It address expectations (Where am I going?) • addresses faulty interpretations and lack of understanding (How am I going?) • provides students with visible and manageable ‘next steps’ based on an assessment of the work at hand and an image of what ‘good work looks like’ so that they can begin to take on the responsibility of self-assessing and self-correcting. (Earl, 2003). (What do I need to do to improve and how do I do it?).
     • Peer Feedback
       • Peer feedback is a great way for students to interact and collaborate about ongoing work. Peer feedback also allows students get to see other students’ work which can help deepen understanding of the learning goals.
     • Written feedback
       • Effective written feedback provides students with a record of what they are doing well, what needs improvement and suggested next steps.

2. Learning Team C

   • Brook Littleford, Travis Monroy, Kristi Sova, and Kayla Taylor
     • March 20, 2017 Ms. Aretha Lee
     • CUR 530/Assessment and Evaluaion

3. Reflective Journals

   • Elimination of Bias
     • Ensure students that this is a safe thinking place to record their reflections about their experiences. While the teacher is reviewing the journals, they must take into account each individual's background, level, and ability. The journal will be one piece of evidence to contribute to assessing a student's learning.
   • Definition
     • A reflective journal is a safe place where students keep a personal record of their learning experiences. They are able to reflect on their learning practices, observations, experiences, and the lesson effectiveness overall. Teachers and students may provide specific, descriptive feedback in these journals as well.
   • Benefits
     • -Hold students accountable and responsible for reflecting on their own learning.
     • -Allows students to see strengths and weaknesses.
     • -Gives space to brainstorm new ways of thinking and ideas to try.
   • Examples
     • Peer Review
       • Reflective Journals are very personal. However, with the permission of the student, peer review can be helpful. Students can get with a partner in class and use their journal to show their partner what area they still do not understand and then the two can work together on teaching or explaining the concept. Often, students can explain a concept better than the teacher.
     • Assessment
       • Reflective Journals can help the teacher with making assessments. Students reflect on what they do not understand, what they enjoyed in class, a strategy they do or do not like, etc. This information will help a teacher make an assessment. The teacher will be able to review a topic a student did not understand well and see if they are now able to master the concept.
     • Collaboration
       • Collaboration can be done with other teachers or classmates. The Reflective Journal allows the student to provide information that the teacher can use to collaborate with other teachers to get ideas on teaching a concept the student does not understand. With the student explaining in the journal, the other teacher may better understand the student and give the current teacher ideas. Also, the student can collaborate in teams within the classroom of classmates. The classmates may collaborate and share their concerns and come up with a resolution as a team.

4. Student-generated Rubrics

   • Befinition
     • Rubrics are tools that are used to assess student work or performance for key elements of proficiency. Student-generated rubrics are patterned off of teacher-created rubrics and serve the same function in the assessment of student work, but the criteria for a score or level is developed by the students and is facilitated by the teacher.
   • Examples
     • Using rubrics for peer review - Because students all contributed to the development of the rubric, they all have a shared understanding of the criteria and how to apply it. This makes the application of a rubric in a peer review activity more effective. This also deepens understanding of the elements of the rubric because students can dicsuss the elements and seek clarification and provides students with feedback to guide their next steps. This approach would work for revising and editing essays.
     • Reflective tool - Students can develop a rubric that evaluates their level of attainment with regard to the learning goals for each lesson or class period. which could include elements such as "I can explain this concept to a friend" or "I can use what I learned today outside of schooll"
     • Teacher modeling - Teacher should model their thinking when developing rubrics for students and should use rubrics to assess student performances as a whole so that students become familiar with the developmental process and the application of the rubric. Teachers can do this in a whole class setting to assess a lesson, an activity, different types of pizza, or any other common experience that the teacher can create in the classroom
   • Benefits
     • -Establishes a sense of community, which is critical for a collaborative environment (Skillings & Ferrell, 2000)
     • -Helps students identify gaps in their learning or performance and find ways to fill these gaps (Skillings and Ferrell, 2000).
     • Repeated use of this strategy results in higher levels of achievement for all learners because learners have a clear understanding of expectations (Skillings and Ferrell, 2000)
   • Elimination of Bias
     • The elimination of bias occurs inherently within the process because students are generating the assessment criteria themselves; elements that would penalize certain students unfairly or would be considered offensive to some are eliminated as students co-create the rubric.

5. Formative Assessments

   • Elimination of Bias
     • The grading process of assessments prevent any potential bias activities. The assessments are from the standards and information from the classroom. Everyone should have the information needed to do well on the assessment.
   • Examples
     • Exit Ticket- Students will use a small sticky note or index card to give feedback on the class lesson. Student will either write what they learned, did not understand, or answer some questions. The exit ticket can range in details.
     • 60-Second Speech - Students use a target vocabulary list of academic language to present a 60-second speech to communicate what they know about a concept or topic. Students can work in partners so that half of the class can present simultaneously while the other half listens and then switch roles.
     • Sum It Up! - Students use 20 words to summarize the main ideas and key points of a text, lecture, video, or presentation.
   • Benefits
     • -Students see what area they do not do well in and the specific topics they should readdress.
     • -Students and teachers benefit by getting data that is useful and not just the scores.
   • Definition
     • "Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics" (Popham, 2014, p. 289).

6. References

   • Reeves, D. (Ed.). (2007). Ahead of the curve: The power of assessment to transform teaching andlearning. Retrieved from the University of Phoenix VitalSource Bookshelf.
     • Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning.Thousand Oaks, CA: Corwin Press.
       • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
         • Popham, W.J. (2014). Classroom assessment: What teachers need to know (7th ed.). Retrieved from the University of Phoenix VitalSource Bookshelf.
     • Skillings, M.J., & Ferrell, R. (2000). Student-generated rubrics: bringing students into the assessment process. Reading Teacher, 53(6), 452-455.