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Scoop.it!
"Self-reflection is self-assessment, and one of the most significant learning tools we can model for our students. Ultimately, we want our children and adolescents to be the self-assessors of their work, dispositions, and goals. Research repeatedly reports that the difference between good teachers and superior teachers is that superior teachers self-reflect."
Beth Dichter's insight:
We ask our students to reflect on their work, but do we ask them to reflect on their social and emotional development? This post from Edutopia looks at the importance of self-reflection in these areas. The author discusses how the brain is wired to do self-assessment, stating: 'When we teach to a child's or adolescent's brain, we empower that student with the "inner resources" that directly affect his or her ability to pay attention, engage, and create meaningful learning experiences. School culture is simply about relationships, and the brain is relational organ designed to survive, think, and feel.' She has also uploaded three great documents that you may print out and use with your students. These documents are: * Self-Assessment Rubric for Social and Emotional Development * Social and Emotional Development Daily Goals * Social and Emotional Development Questions for Reflection Working with social and emotional development as an avenue for self-reflection may be new to you, but to help our students gain this ability to self-assess make create changes in the classroom that lead to students feeling safer. 
Scoop.it!
"What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords."
Beth Dichter's insight:
Check out this revised assessment tool from Ross Parker. In the post he shares his experience with using this for a year and the awareness that the tool was not as functional as he had hoped. In brief, he has made four shifts. 1. Taking a tool designed for self assessment and realizing that the same time used throughout the year gets old quickly. Therefore, it is redesigned to "more general, useful for teachers and peers to use." 2. A shift from strands (high level learning outcomes), to attributes (which allows the tool to be used by students over many years as their knowledge and skills grow). 3. A move away from levels or grades to a focus on ways of learning. 4. Allowing students to determine levels rather than assigning them based on personal view. Last year this tool was well received and this new version brings it up to a new level. Consider using this with students and perhaps have them keep a copy of it asking them to review it later on in the school year. You can download a pdf version of the tool from the website.
SueFoS's curator insight,
June 1, 2014 8:47 PM
Interesting way to approach self-assessment in vocational areas. Could be adapted easily
Scoop.it!
Beth Dichter's insight:
I have posted a number of resources from Ross Parker and this one requires a bit of time to understand…and yes, I think it is worth the time. The directions he provides in the upper right hand corner describe how a student should use this visual, as a tool to “steer & assess your own learning.” Our students need to learn how to self-reflect and this tool has the potential to engage students and assist them in reflecting on their work regarding topics studied in technology. You may download this visual as a png, pdf or pages document on the website. Take some time to check it out and see what you think.
Mary Cunningham's curator insight,
October 26, 2013 12:26 PM
A cool self reflecting tool for ways to steer our learning! |
Scoop.it!
"In a high-school art room, I watched a student working at an easel. When I asked about her progress, she explained that she was attempting to paint sunflowers in the style of Monet, her favorite artist. She told me she liked how the flowers were looking but said the vase was giving her trouble. She planned to keep reworking it, applying layers of acrylic until she got the play of light just the way she wanted. Then she laughed and said, “You should see what’s underneath! I bet there are three or four versions beneath this one.”"
Beth Dichter's insight:
Working with students and helping them understand their learning process is important. If you are planning on utilizing project based learning then many of the formative assessments you may choose will provide students with an understanding of their learning process. How can you include more formative assessments? The post looks at three areas. * Vary assessment strategies. * Look beyond content mastery. * Facilitate self-assessment. Do you have great formative assessments that you use? Consider sharing one in the comment area.
Scoop.it!
"I have been working on a tool for students to do a self assessment/reflection and feedback...The tool is based around the work of Stephen Dinham which is used be DET NSW and New Zealand eductors John Hattie & Helen Timperley."
Beth Dichter's insight:
Andrew Church has created a tool for Self-Assessment and Reflection that asks students to answer 4 questions: * What can I do? ((How am I going?) * What can't I do? (How am I going?) * How does my work compare with others? (How am I going?) * What can I do better? (Where do I go next?) And then students are asked to look ahead with this question: * What are my next steps? (What actions are you going to take as a result of your reflections? Who can help me? Where to next?) You can download two versions of this as a pdf file. One is in portrait mode and one in landscape mode. Church also asks that you provide him with feedback.
Carol Thomson's curator insight,
April 6, 2014 3:35 PM
Have been looking for something i can use with students that they understand and dont panic about.
Scoop.it!
When is a test not a test? Apparently when you don’t realize that it is a test. This article explores the good about testing, the bad about testing, and ways we can evaluate without testing, raising the questions "What does evaluation look like without testing?" and "Is there future possibility for the implementation of testless education?" The use of embedded assessments (think gamification) as discussed, specifically the model used at the "Quest to Learn (Q2L) schools in New York and Chicago"
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The tools to help teachers and students to reflect on their work is impressive. I appreciated the downloadable rubric and questions. I see this as a source text for a graduate seminar. Helping students to develop the ability to self-assess will allow them to grow just as teachers grow and excel from reflection.