STUDENTS

							          STUDENTS




       SUPPORTING OUR STUDENTS TO
 UNDERSTAND ASSESSMENT JUDGEMENTS
(A - E OR EQUIVALENT WORD DESCRIPTION)
In a school setting, the Quality
Teaching approach challenges
students to accept responsibility
for their own learning.
For this to happen, teachers
assist students to become
response-able. That is, able to
respond to this challenge.
               Quality Teaching
Quality learning environments have students:
in task
    entering into inquiry and discussion about their
    learning and their progress
        rather than simply

           on task
               compliant with teacher instructions

Munns & McFadden 2002
           Engaged learners
1. In engaged learning settings, students are responsible
   for their own learning; they take charge and are self-
   regulated.
2. They define learning goals and problems that are
   meaningful to them; have a big picture of how specific
   activities relate to those goals; develop standards of
   excellence; and evaluate how well they have achieved
   their goals.
3. They have alternative routes or strategies for attaining
   goals - and some strategies for correcting errors and
   redirecting themselves when their plans do not work.
4. They know their own strengths and weaknesses and
   know how to deal with them productively and
   constructively.
5. Engaged learners are also able to shape and manage
   change.
 Jones, Valdez, Nowakowski, and Rasmussen (1997)
WHY INVOLVE STUDENTS IN ASSESSING THEIR OWN PROGRESS?
            The Black Box: findings
Black and William’s research indicates that improving learning
through assessment depends on five deceptively simple factors:

1. Providing effective feedback to students.
2. Students’ active involvement in their own learning.
3. Adjusting teaching to take account of the results of
   assessment.
4. Recognising the profound influence of assessment
   on students’ motivation and self-esteem - both
   crucial influences on learning.
5. Ensuring pupils assess themselves and understand
   how to improve.
• Ask students to review their work to determine
  what they have learned
• Include enough time for students to consider
  thoughtfully and evaluate their own progress.
• When students understand the criteria for good
  work before they begin, they are more likely to
  meet those criteria.
• The key to this understanding is to make the
  criteria clear and explicit.
• As students evaluate their work, you may want
  them to set up their own criteria for good work.
• Help them to clarify the criteria as they assess
  their own work.
      Meaningful reflection takes practice.
This is as true for students as it is for teachers.
Provide regular, uninterrupted time for students
          to think about their progress.

             GUIDING QUESTIONS
 What did I learn today?
 What I was asked to do?
 Did I do what was expected?
 How well did I do it?
 What did I do well?
 What do I need help with?
         Reflection strategies
Do students understand the criteria?
Can the students write the questions?
Do students know before they begin how the work
 will be assessed?
Do students know what quality is expected?
Does the teacher remind students of the criteria
 throughout the task?
Can students assess their own work?
What happens when they do?
       SOME STRATEGIES




What I clearly     What was not clear
understood/
                   What I found hard
learned from
today’s            What is muddy?
lesson/this unit   Fuzzy?
      Student rubric for celebrations task



                          My Work                           How I did
I wrote information about celebrations.
I planned what I was going to write and draw on my poster
or book page very carefully before I started.
I wrote notes carefully and checked to see that I had not
made any mistakes.
This is how I felt about my finished work.
        Assessing knowledge or specific
     learning of concepts and information
BEFORE               DURING             AFTER READING
READING              READING
What do I already    What did I learn? What is the most
know?                                  important/ worthwhile
                     Where?            thing I learned?
What are the main
things that I expect I can connect this What did I not learn /
to learn?            with ….            still want to know ?

Will this be         This is easy/      What was the purpose
important?           difficult/         of this activity/ unit?
valuable?            manageable for
interesting? fun?    me.                What do I want/
Why?                                    expect to happen
                                        next?
                 Planning questions
MUST KNOW / DO            PUT THE ANSWER              IMPROVE THE
                             TOGETHER                   ANSWER

What is the question      Is every part of the     Is my answer complete?
about?                    question answered?
                                                   How can I make it better?
What do I need to do to   Are there examples or
                                                   What other examples or
answer the question?      evidence to support my
                                                   effects of evidence can I
                          answer?
What am I expected to                              think of?
show?
                                                   Make any additions or
                                                   corrections to your answer
                                                   now.
Group presentation rubric – grading
                  BASIC (D)             SOUND (C)                      HIGH (B)
CONTENT OF     Covers most        Covers all necessary      Covers all necessary content
PRESENTATION   necessary          content                   with extended elaboration
               content

USE OF         A few references   A good variety of         A good variety of references
REFERENCES     - paraphrased      references paraphrased    synthesised into own text

TECHNOLOGY     Simple slide       Some advanced             A variety of presentation
               show/PP            features of PP used       techniques, well chosen to suit
                                                            content
PRESENTATION   Limited            Clear, understandable     Well organised, vivid, precise
               presentation       delivery.                 engaging
               skills.            Mainly engaging
               Engages
               audience some
               of the time.
COOPERATIVE    Most members        Stayed on task. Most     Shared leadership. All
GROUP WORK     contributed to     contributions even and    members contributed
               most aspects of    fair. Group remained      positively, fairly. Suggested,
               the task.          positive and committed.   encouraged other members .
                                                            Took turns at facilitating
GROUP WORK – INDIVIDUAL EVALUATION
 OUTSTANDING - A
•  Consistently and actively works toward group goals.
•  Is sensitive to the feelings and learning needs of all group members.
•  Willingly accepts and fulfills individual role within the group.
•  Consistently and actively contributes knowledge, opinions, and skills.
•  Values the knowledge, opinion and skills of all group members and encourages their contribution.
•  Helps group identify necessary changes and encourages group action for change.
HIGH - B
•  Works toward group goals without prompting.
•  Accepts and fulfills individual role within the group.
•  Contributes knowledge, opinions, and skills without prompting.
•  Shows sensitivity to the feelings of others.
•  Willingly participates in needed changes.
SOUND - C
•  Works toward group goals with occasional prompting.
•  Contributes to the group with occasional prompting.
•  Shows sensitivity to the feelings of others.
•  Participates in needed changes, with occasional prompting.
BASIC - D
•  Works toward group goals only when prompted.
•  Contributes to the group only when prompted.
•  Needs occasional reminders to be sensitive to the feelings of others.
•  Participates in needed changes when prompted and encouraged.
What did I learn?

How did I do it?

What grade would I give it?

Is this my best work?
  Narrative Stage 2 Self Assessment


I have an orientation – (introduced the main characters, setting, time, place )

I have a complication – (something happens, goes wrong, creates a problem)

I have a resolution – How is the problem solved?
I have a conclusion

I have used adjectives to give more information about the nouns and to create
atmosphere

I have used a variety of verbs and I have checked my thesaurus to find the best word
for my story

I have used adverbs to give more information about the verbs

I have used connectives to sequence my story
I have used a variety of joining words (conjunctions) to make my sentences longer.

I have written in paragraphs

I have checked for correct punctuation – capitals, full stops, commas, question marks,
quotation marks

All modelled spelling is correct and I have looked up words I am unsure of in the
dictionary
       KNOWLEDGE – prior and post studying the unit


Response                                                                 Why the
                                                          Response       change?
before     TOPIC: Dinosaurs
                                                          after lesson
lesson
           Dinosaurs are the most successful group of
           land animals ever to roam the Earth.

           Paleontology is the study of fossils.

           Human beings belong to the Jurassic Era.

           Most dinosaurs have Greek names.

           Some dinosaurs are named for places in which
           their fossilised remains were found.
           Dinosaurs dominated the Earth our planet for
           over 150 million years.

           Dinosaurs had small brains



           Dinosaurs were egg layers
              A few more…
•   writing conferences
•   discussion (whole-class or small-group)
•   reflection logs
•   weekly self-evaluations
•   self-assessment checklists and inventories
•   teacher-student interviews