Practicing Student Self-Assessment – Mid Year(grade one Math processes)Submitted by: Alicia Moura

Rationale:At the end of the year, my students will be asked to do a self-assessment on the

Core Competencies. In order for my students to be capable of accurately self-assessing themselves based on the core competencies, they first need to become familiar and comfortable with the assessment process in general. In the first term of the year, I spend a great deal of time teaching my students about the purpose and use of learning intentions and success criteria, all the while giving the students opportunities to use goals and criteria continually. In term two, I introduce the concept of formal self-assessment. Below are two samples of times when I am exposing students to the experience of self-assessment.

Communicating my Thinking

3 pointso I used pictures, numbers, or words to explain my thinking.o My explanation is clear.

2 pointso The person reading my work needs more information.o I explained my answer, but not how I got it.

1 pointo I mostly just copied the question.o I’m not sure how I got my answer.

Progression of teaching in order to move students from novice self-assessors to proficient self-assessors, using this particular criteria list:1. Introduce the list. 2. Students are given first opportunity to communicate thinking as they solve a problem, with this new lens.3. All samples are gathered together and posted. Students circulate to see what they “notice.”4. Class comes together to talk about what they noticed that was “good” (what is that makes the solution the problem easy to understand?). - these first steps are repeated over a few lessons, allowing students to develop a clear picture/understanding of what “clear communication” looks like on paper. Once that understanding is developed:5. Teacher conferences with student: teacher assesses student work and explains where the work lies on this criteria list.6. Teacher conferences with student: student assesses work using this criteria, and teacher gives student feedback on his or her self-assessment (accuracy).7. Student self-assesses and shares with a peer. (Peer assessment can happen at this step as well).- at this point, the student is typically capable of self-assessing using this criteria list.

Solving word problems

3 pointso I knew what to do.o I got the right answer.

2 pointso I needed help getting started.o I think I got the right answer.

1 pointo I needed help from start to finish.o I didn’t get the right answer.

Progression of teaching in order to move students from novice self-assessors to proficient self-assessors, using this particular criteria list:1. Introduce the list. 2. Students are given first opportunity to communicate thinking as they solve a problem, with this new lens.3. Teacher conferences with student: teacher assesses student work and explains where the work lies on this criteria list.4. Teacher conferences with student: student assesses work using this criteria, and teacher gives student feedback on his or her self-assessment (accuracy).5. Student self-assesses and shares with a peer. (Peer assessment can happen at this step as well).- at this point, the student is typically capable of self-assessing using this criteria list.