Using Rubrics for Student Self-Assessment and Self-

Reflection

How to use Strategies 4 and 7

Session Objectives

By the end of this session, I will be able to:

Explain the importance and purpose of Strategies 4 & 7

Explain 4 Strategies for using Rubrics & Checklists to facilitate student self-assessment or self-reflection

Adjust a rubric, checklist, or rating scale to easily facilitate student self-assessment or self-reflection

Generate and share ideas for applying these 4 Strategies to my classroom

AgendaI. Formative Assessment

It’s Place in the PLC Cycle The 3 Questions & the 7 Strategies Importance & Purpose of Strategies 4 & 7

II. 4 Strategies for Using Rubric to Facilitate Self-Assessment or Self –Reflection Purpose Steps involved Instructional Example

III. Apply & Share Table Activity

The PLC Cycle & Formative Assessment

STRATEGY 4:Teach students to self-assess and set goals.THE COMPONENTS OF A 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.

STRATEGY 7:Engage students in self-reflection, and let them keep track of and share their learningTHE COMPONENTS OF A SELF-REFLECTION:

Students track progressStudents reflect on their learning

processes and growthStudents share observations

about achievement or about themselves as learners

Why use self-assessment or self-reflection?Research Says:

“Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.” (Chappuis, p.2)

“If applied to performance on recent international assessments, [the gains] would move the United States' rank from the middle of the pack of 42 nations tested to the top five (Black &

Wiliam, 1998b).”

Also…The Danielson Rubric

COMPONENT EXCELLENT3c. Engaging Students in Learning

Students, throughout the lesson, are highly intellectually engaged in significant leaning and make material contributions to the activities, student groupings and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

3d. Using Assessment in Instruction

Assessment is used in sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students, monitoring of progress by both students and teachers, and high quality feedback to students from a variety of sources.

4 STRATEGIESfor using rubrics & checklists to facilitate

self-assessment or self-reflection

I. Justifying Your Quality Level with Highlighting

II. Matching Features of Your Work to Phrases in a Rubric

III. Co-Create a Rubric– Part I Assign Your Work to a Quality Level- Part 2

Where does your work fit? How do you know?

IV. Using a Rating Scale for Self-Assessment - Part I Use a Rubric to Set a Goal, Establish a Checklist of Criteria, and Reflect on your work – Part 2

STRATEGY #1 – Justifying your quality level with

highlighting

STRATEGY #1 – Justifying Your Quality Level

with HighlightingSteps for Students:

1. Choose a different colored pencil for each criterion and

underline key words on the rubric.

2. Self-assess your draft one criterion at a time.

For example, for the first criterion, “Ideas and Content,” students underline key phrases on the rubric in red, such as “clearly states an opinion.”

3. Turn to your draft and search for evidence of clearly

stating an opinion. If students find the evidence, they underline it

in red. If not, they make a note to themselves that will later guide revision.

STRATEGY #2 – Matching features of your work to

phrases in a rubric

Purpose: Steps for Students:

Encourages students to prove specific connections between rubric and the assignment

1. Read rubric 2. Review your

product/work3. Locate the portion of

your work that exemplifies a specific phrase used in the rubric

4. Write down the quote (or evidence) from your work and the specific rubric phrase that it captures.

# 2- Matching Features of Your Work to Phrases in the Rubric

English Example:

Close Reading Rubric

The Scarlet Letter fall 2013

Exceptional Successful Developing Argument—clear claim and focused arguments

-Thoroughly address the tasks of the essay prompt -Thoroughly developed, intelligent ideas

-Complete the tasks of the topic well -Shows insight but usually with less precision and clarity than higher-scoring essays.

-Complete the task, but without special insight -Lacks depth and merely states the obvious

Evidence and Explanation

-Strong evidence -Significant understanding of the passage, its intent, and the literary devices the author employs -Short quotes imbedded successfully.

-Demonstrates sufficient examination of the text -Explores the literary devices of the text but does not fully push the how/why that links them with the central idea. -Short quotes that are imbedded but could be clarified with more context.

-Writing conveys the writer’s ideas, but they are presented simplistically -Uneven or insufficient understanding of how/why literary devices create the author’s point. -Often the writer seems to list observations without analyzing its effect –unsuccessfully embeds quotes.

Style/structure

-Well organized with strong transitions -demonstrates stylistic sophistication and control over the elements of effective writing. -Sound and logical organization -Articulate diction

-Organization does not advance argument. Simple transitions. -There may be lapses in correct diction or sophisticated language, but the essay is generally well written.

-Needs more transitions -Ideas are predictable and the paragraph’s development is weak. -Lapses in diction or syntax

Goal Setting Goal setting engages the students

in the learning process.

Self-assessment: end with an opportunity for students to set a goal for future learning.

Self-reflection: reflect on previous goals and determine whether or not the goals have been met.

STRATEGY #3 – PART 1Co-Create a Rubric

Purpose: Steps for Students:

Some teachers co-create a rubric with their students to increase student motivation, autonomy, and ownership of the learning process.

1. Review samples of work that range in quality from poor to excellent; rank these samples according to quality level.

2. Collaborate with a small group to identify positive and negative traits or features of each quality level.

3. Share these features with the entire class, agree upon a common set of characteristics for each quality level (and each criterion), ensure there is parallel structure, and finalize the class rubric.

STRATEGY #3 – PART 2Assign Your Work to a Quality Level

Purpose: Steps for Students:

Some teachers co-create a rubric with their students to increase student motivation, autonomy, and ownership of the learning process.

4. After completing your product, determine which quality level your product exemplifies and justify your opinion with evidence.

STRATEGY #3 – PART 1Co-Create a Rubric

All groups of students receive the following four work samples.

Each group ranks the samples in order of quality level and names each of the 4 levels. Ex: Excellent, Good, Ok, Poor

• Groups identify the positive and negative features of each work sample.

• The lists are then shared and collated forming the basis of the rubric.

• The teacher assists in finalizing the rubric by adding parallel structure.

TIMEOUT! What about Rating Scales?

• “A rating scale is a set of categories designed to elicit information about a quantitative or a qualitative attribute.”

• “A person selects the number which is considered to reflect the perceived quality of a product.”

• Students can self-assess their performance by justifying their rating with evidence.

http://en.wikipedia.org/wiki/Rating_scale

Rating Scale Example

TIMEOUT! What about Checklists?

• “A checklist is a type of informational job aid used to reduce failure by compensating for potential limits of human memory and attention. “

• “It helps to ensure consistency and completeness in carrying out a task.”

• A more advanced checklist lays out tasks to be done according specific factors.http://en.wikipedia.org/wiki/Checklist

STRATEGY #4 –Part 1Using a Rating Scale for Self-assessment

Purpose: Steps for Students:

Rating Scales are an easy, quick way to engage students in the self-assessment process.

1. Students rate their own performance using a scale.

• Ex: • In PE students take a

series of fitness tests.• Students complete the

Fitness Self-Evaluation Record Card.

• Students assign a rating to their fitness test scores according to national standards.

STRATEGY #4 –Part 2Use a Rubric to Set a Goal,

Establish a Checklist of Criteria, and Reflect

Purpose: Steps for Students:

A rubric clearly communicates characteristics associated with each potential quality level.

-It can be used as a guide in regard to goal setting.

-It can be turned into a checklist to ensure students are accounting for all criterion.

2. Align your initial performance to the quality levels depicted in the rubric.

3. Determine which quality level you would like to ultimately achieve and set a goal.

4. Turn the characteristics in your desired quality level into a checklist, which will guide your work.

STRATEGY #4 –Part 2Use a Rubric to Set a Goal,

Establish a Checklist of Criteria, and Reflect

Purpose: Steps for Students:

A rubric clearly communicates characteristics associated with each potential quality level.

-It can be used as a guide in regard to goal setting.

-It can be turned into a checklist to ensure students are accounting for all criterion.

5. Reflect on your journey towards your ultimate performance.

-The reflection can be part of the project or an additional component.

STRATEGY #4 –Part 2PE Example

I want to achieve

proficiency.

STRATEGY #4 –Part 2PE Example

The Criterion & Characteristics of the Desired Quality Level are used to:◦ 1) set a goal◦ 2) develop a

checklist of what must be done to achieve the goal

MODIFYING STRATEGY #4 –Part 2PE Example

Instead of asking the student to write the checklist, the teacher created a template.

To ensure quality, a model was provided.

Your turn…1. Review the example packet.2. Review your rubric.3. Decide which of the 4 strategies you

could with your students to facilitate self-assessment or self-reflection.

4. Determine how your will use this strategy with your rubric.

5. Share with your implementation idea with your table group.

• Review the Examples in your folder. • There are 4 strategies modeled. • For each strategy, the PURPOSE, STEPS FOR IMPLEMENTATION, and

CLASS EXAMPLES have been provided.

Reviewing the Session Objectives

Can you…

Explain the importance and purpose of Strategies 4 & 7?

Explain 4 Strategies for using Rubrics & Checklists to facilitate student self-assessment or self-reflection?

Adjust a rubric, checklist, or rating scale to easily facilitate student self-assessment or self-reflection?

Generate and share ideas for applying these 4 Strategies to your classroom?

ReferencesBlack, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards

through Classroom Assessment. Retrieved from: http://academic.sun.ac.za/mathed/174/formassess.pdf

Brook, G. and Andrade, H. (2013) Students at the Center: Teaching and Learning in the Era of the Common Core. Retrieved from: http://www.studentsatthecenter.org/Self-assessment

Brookhart, Susan (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA

Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson Education, Inc. 2009.

Checklist. (n.d). In Wikipedia. Retried http://en.wikipedia.org/wiki/Checklist.

Rating Scale. (n.d.) In Wikipedia. Retrieved http://en.wikipedia.org/wiki/Rating_scale.