Self+Assessment

media type="custom" key="742933" **Andrade H., (2007) Self Assessment. Educational Leadership ASCD. Dec 2007/2008, Vol 65 No 4 pp60-63**
 * **Bucklands Beach Intermediate School - Professional Reading Discussion.** ||
 * 1. Summarise of the important points in the reading. ||
 * 2. Summary of the discussion that took place in your group after completing the reading. ||
 * 3. How do the ideas in this reading affect or impact on what you do in the classroom? ||
 * 4. Possible future directions influenced by this reading.


 * TEAM A**

SELF ASSESSMENT THROUGH RUBRICS

SUMMARY OF THE IMPORTANT POINTS 1. Looking at self-assessment for yourself. 2. Self-assessment is formative (commenting and assessing on their work) whereas self-evaluation is summative (students giving themselves a grade). 3. Students need to be taught how to self assess, what quality you’re looking for and how to make it fair. 4. 3 important points to constructing a rubric: Setting clear expectations, Conducting a self-assessment, Revising.

DISCUSSION FROM THE READING We agree with this reading and do practice some of the suggestions on rubric constructions. The group was in favour of developing the rubric with the class however with time restraints it would make gaining secondary approval from the students a near impossible task impossible.

HOW DO THE IDEAS FROM THIS READINGS EFFECT OR IMPACT ON WHAT YOU DO IN THE CLASSROOM. We identified that we were already developing S.C with the class. It affirms what we are doing is good teaching practice. We’ve also given the students the opportunity to repeat an assessment if they haven’t met criteria. Most students took this opportunity to improve their grade however during parent-teacher conference some parents were concerned as to why their child had to repeat a project and why their child was singled out.

POSSIBLE FUTURE DIRECTIONS INFLUCED BY THIS READING Continue to develop rubrics in other areas aside from writing. Inform parents that we are giving students the opportunity to repeat an assessment if they don’t met the criteria to eliminate parent – teacher problems.


 * TEAM F** ANTASTICO

__**SELF ASSESSMENT THROUGH RUBRICS**__

Rubrics can be a powerful self-assessment tool of teachers disconnect them from grades and give students time and support to revise their work.

A key element of formative assessment is feedback.

Students themselves can be excellent sources of feedback. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning.

Self assessment is **formative**. Self evaluation is **summative.**

One way to support thoughtful self assessment is to provide a rubric or create one with the students.

The process of a rubric-referenced self-assessment involves 3 basic steps: 1. //Setting clear expectation// - by teacher, student or both. 2. //Conducting self-assessment -// Students create rough or first attempts at their assignment then compare this to the rubric. 3. //Revising -// Students use the feedback from the self-assessments to guide revision.

The difference between self-evaluation and self-assessment may seem subtle, but they are powerful in practice.

Self-assessment can be useful in any subect.


 * IF STUDENTS PRODUCE IT, THEY CAN ASSESS IT; IF THEY CAN ASSESS IT, THEY CAN IMPROVE IT** ||