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/