The research says that students benefit from having a model or exampler to strive for.
In addition teachers need to model the skill of self-assessing. So walking the students through your thought process, what you check, etc when assessing.
I found that students benefited doing this with three different exemplars that met the learning goals, kind of met the learning goals, and did not. This allowed the students to see the difference and compare their to these examples. As I continue on teaching I will keep exemplars of students work of a variety of different levels.
In addition teachers need to model the skill of self-assessing. So walking the students through your thought process, what you check, etc when assessing.
I found that students benefited doing this with three different exemplars that met the learning goals, kind of met the learning goals, and did not. This allowed the students to see the difference and compare their to these examples. As I continue on teaching I will keep exemplars of students work of a variety of different levels.
Example:
In art we really worked on what green (good to go), yellow (needs some work but almost there), and red (not there or needs a lot of help) looked like. We made pet magnets and before students started I introduced them to three pet magnets that I made James, Tessa, and Pippa. Then together as a class we assessed the pet magnets. . Each student had a yellow, green, and red slip on their desk and they got to vote using their slip.
As we went through each pet magnet we had a discussion about each of the criteria. I pointed out different areas such as look closely at the bottom if the cutting was hard to see from the top or what is this magnet missing? Some students would change their answers after these comments and I would ask them why they changed. What exactly did they see or pick up on. This process allowed us to combine both the modeling and the practicing components of self-assessment.
As we went through each pet magnet we had a discussion about each of the criteria. I pointed out different areas such as look closely at the bottom if the cutting was hard to see from the top or what is this magnet missing? Some students would change their answers after these comments and I would ask them why they changed. What exactly did they see or pick up on. This process allowed us to combine both the modeling and the practicing components of self-assessment.
James
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Tessa
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Pippa
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