3. Open-mindedness to share
current practice
Risk taking to make new
connections to your
own practice
4. Think-Pair-Share
How do you inform students of what
counts for success?
How does this empower your students to
become responsible learners?
5 minutes only!!
5. Criteria...
Self assessment works best when learning
intentions are made transparent
Self assessment works best when criteria is
presented in manageable chunks
6. Obstacles to self & peer assessment
“Students have an inability to assess
themselves and each other objectively
“Students do not have the academic knowledge
or skills to assess themselves”
“Students do not have the maturity to assess
themselves”
“Where can I find the time to do it?”
“Students already have the rubric, so why
do I need to do more?”
“HOW VALID ARE OUR JUDGEMENTS?”
Senge (1990)
7. Simple strategies to promotes
self and peer assessment...
Helping Students Understand Assessment -Jan
Chappuis
“Note to self” - allow time for reflection on lessons using
simple questions, sentence starters or thinking routines
eg. CONNECT-EXTEND-CHALLENGE, S.U.M.I
Plan for less content - build in time for teaching
metacognition
Rubrics - co-construct, use to evaluate exemplars
Checklists - allow students to create their own
9. Gradual Release of Responsibility - Assessment
LOW
INDEPENDENT
Level of teacher
control
Students do
HIGH
Teachers
observe
SHARED
Teachers do
Students Students do
participate Teachers
participate
GUIDED
HIGH
Teachers do
Students Level of STUDENT
observe control
DEPENDENT
LOW
10. Your Task...
Use the Gradual Release of
Responsibility model to frame your
thinking...
Write all your present strategies for
assessment in yellow post it notes
Write all the potential future strategies
for assessment that can involve
students in blue post it notes
11. Reflection...
CONNECT - what have you learned that you
can apply to your practice
EXTEND - What ideas probed your thinking
and you would you like to explore further
CHALLENGE - What challenges might you
confront in empowering students to assess
their own learning
