PTS Name: Assessing Student Learning
Element: Involving and guiding all students in assessing their own learning
Indicators
As teachers develop, they may ask, “How do I…” or “Why do I…”:
- Make assessment integral to the learning process?
- Model assessment strategies for all students?
- Develop and use tools and guidelines that help all students assess their own work?
- Help all students to build their skills in self-reflection?
- Provide opportunities for all students to engage in peer discussion of their work?
- Help all students to understand and monitor their own learning goals?
- Provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom?
Descriptions
Examples may include, but are not limited to:
- Providing tools to help students monitor their own work and progress (e.g., checklists for monitoring independent work, student kept inventories/records of assignments, grades, templates for recording and reflecting upon teacher feedback, student and teacher-created rubrics
- Guiding students in developing and practicing self-reflection strategies, such as using conference notes to assess their own learning
- Facilitating a student peer review process for assessing student writing
- Regularly scheduling time for students to reflect on their progress toward reaching their individual goals
Problems of Practice
Challenges with this element frequently include:
- Setting the expectation that the teacher is the students' sole source of feedback about their work
and progress
- Failing to identify clear performance criteria at the outset of an assignment
- Creating the impression for students that assessment requires that an expert judge their work and track their progress