1. Using Rubrics for Student
Self-Assessment and Self
Reflection
How to use Strategies 4 and 7

2. Session Objectives
I can select rubrics that will help students
to self-assess or self-reflect.
 I understand there are multiple tools that
I can utilize to have student self-assess
or self-reflect.
 I will be able to create or modify a rubric
that can be used by my current students
to self-assess and self-reflect.
 I will aspire to create or seek out other
examples of rubrics that I can use in the
future to have our students self-assess
or self-reflect.


3. Agenda
Activity #1 – Identifying self-reflective practices
The PLC Cycle and formative assessment
Review stategy 4 and 7
Why should you use self-assessment or self
reflection.
 Learn how to select/create an effective rubric
 Activity #2 – Analyze you own rubric.
 How to self-assess/self-reflect using a rubric




◦ Examples

Learn how rating scales and checklists can be
used for self-assessment and self-reflection
◦ Examples

Activity #3 - Create a self assessment/reflection
that can be used in conjunction with your course
rubric

4. Activity #1
Reviewing self-assessment and selfreflection
Directions:
1) Turn to page 1 in your activity packet.
2) Watch the video clip and record the
aspects of self-assessment or selfreflection that you notice.
3) Following the clip, discuss the
aspects
that you noted with your group
members.

5. Self Reflection Clip

7. STRATEGY 4:
Teach students to self-assess and set
goals.
THE COMPONENTS OF A VALID SELFASSESSMENT:

Self-assessment:
o Students make judgments about what they know,
have learned, or have mastered. The judgment
should be tied to a learning target.

Justification:
o Students show evidence in their work as rationale
for their judgments.

Goal Setting:
o Students make a plan for continued learning.
Goals should be specific and challenging.

8. Self-assess during unit

Different drafts
 Example: students may self assess their formative drafts
using the rubric that will be used for the summative draft

Homework assignments
 Example: Classes may begin with a self-assessment on
the prior night’s assignment

Exit slips
 Example: students may self-assess an exit slip from the
previous lesson as a bell ringer for the next day.

Quizzes
 Example: after quiz is graded, have students assess
their performance and set a goal to adjust learning for
next quiz

9. STRATEGY 7:
Engage students in self-reflection, and let
them keep track of and share their
learning
Self-Reflection:
 Connects students to their growth.
 Is embedded in the lesson design.
 Offers opportunities for students to
share their progress.
 Is a gap-closing strategy because of its
impact on student motivation and
retention.

10. Self-reflect at conclusion of
unit

Prior to unit exam
◦ along with handing out the study guide,
students may reflect on formative
assessments and articulate both what
they understand and what they need to
study

Prior to final draft
◦ along with reviewing the rough drafts,
students may reflect and articulate how
the drafts reflect strengths and
weaknesses in skill development

11. Why use self-assessment or selfreflection?

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’s rank
from the middle of the pack of 42
nations tested to the top five (Black &
Wiliam, 1998b).”

12. Also…The Danielson Rubric

13. How to write/select rubrics

Characteristics of high quality rubrics
Appropriate
Each criterion represents an aspect
of a standard or objective
Definable
Each criterion has a clear meaning
to both students and teachers
understand.
Observable
Describes quality in performance
that can be perceived by someone
Distinct from one another
Identifies separate learning targets
or aspects of the learning targets
Complete
All criterion together describe the
whole learning outcome
Support descriptions on the
continuum of quality
Each criterion can be described
over a range of performance levels.

14. Common Misconceptions about
Rubrics

Rubrics should not focus on the task,
but rather the learning outcome.
◦ Rubrics should not be assignment
directions in a chart format.

Rubrics are not about the
requirements for the assignment, nor
are they about counting things.
Look in the EXAMPLES packet for both strong and weak
rubrics.

15. Activity #2
Your turn to Self-Assess…


Look at page 2, 3, and 4 in your ACTIVITY packet
Take a few minutes to review your rubric and use our
self-assessment checklist to see if your rubric meets
the standards of the high quality rubric.
Self Assess: teacher rubric using the check list
GOAL: assess whether or not your rubric needs to be modified to better promote student Self-Assessment.
Task: focus on each category of the rubric checklist. Use the below tables to help Self-Assess your rubric based on the Rubric Check
List. Write specific phrases from your rubric that exemplify its presence in each category.
Category: Appropriate
Each criterion represents an aspect of a
standard or objective
Category: Definable
Each criterion has a clear meaning to both
students and teachers understand.
Category: Observable
Describes quality in performance that can
be perceived by someone
Fully describes my
rubric
YES/NO
Corresponding quote from your rubric that aligns with the
assessment (YES/NO) of your rubric
Fully describes my
rubric
YES/NO
Corresponding quote from your rubric that aligns with the
assessment (YES/NO) of your rubric
Fully describes my
rubric
YES/NO
Corresponding quote from your rubric that aligns with the
assessment (YES/NO) of your rubric

16. Activity #2 – Directions

Take a few minutes to
self-assess your rubric.
◦ Provide evidence for
each standard

When you have
finished selfassessing, turn to
your small group
and share your
assessment with
your group

17. October session example
Look at your
EXAMPLE packet,
pg. 1

18. General Rubrics

Is it possible to develop a rubric that can
be used to assess multiple assignments
or student work?
◦ Yes, and you can save time while still
helping students to reflect on their strengths
and weaknesses.

19. Close Reading Rubric
Examples of General Rubric with
Student Self-Assessment
The Scarlet Letter fall 2013
Argument—clear
claim and focused
arguments

Exceptional
-Thoroughly address
the tasks of the essay
prompt
-Thoroughly
developed, intelligent
ideas
Successful
-Complete the tasks
of the topic well
-Shows insight but
usually with less
precision and clarity
than higher-scoring
essays.
-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.
English Example:
Evidence and
Explanation
-Strong evidence
-Significant
understanding of the
passage, its intent,
and the literary
devices the author
employs
-Short quotes
imbedded
successfully.
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.
Developing
-Complete the task,
but without special
insight
-Lacks depth and
merely states the
obvious
-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.
-Needs more
transitions
-Ideas are predictable
and the paragraph’s
development is weak.
-Lapses in diction or
syntax

20. 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.

21. Rating Scales and Checklists
Not rubrics, but can be very useful for assessing
behaviors, effort, or meeting the requirements of an
assignment.

Checklists
◦ students can reflect
before turning in an
assignment to make
sure the requirements
are present.

Rating Scales
◦ Students can
reflect/assess on list
of specific
characteristics or
behaviors with a
place to mark or give
a rationale for the
degree that each
characteristic or
behavior is displayed.

22. Examples of rating scales or
checklists

23. More examples of rating scales
with reflection

24. Your turn…
Activity #3
1. Use the remainder of the time to tweak
your rubric to make sure it meets the
guidelines of the high quality rubric
◦ OR – is it better to use a rating scale or
checklist?
2. If you have a sound assessment,
brainstorm with your table on how you
can use it for self-assessment or selfreflection.
3. Begin to create the self-assessment or
self reflective piece to be used with
your rubric.

25. Reviewing our objectives
At the end of our session…
Can you select rubrics that will help students
to self-assess or self-reflect?
 Do you understand there are multiple tools
that I can utilize to have student self-assess or
self-reflect?
 Are you able to create or modify a rubric that
can be used by your current students to selfassess and self-reflect?
 Will you aspire to create or seek out other
examples of rubrics that you can use in the
future to have students self-assess or selfreflect.


26. References