Using Rubrics for Student Self-Assessment and Self Reflection

How to use Strategies 4 and 7

Session ObjectivesI 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.

AgendaActivity #1 – Identifying self-reflective practicesThe PLC Cycle and formative assessmentReview stategy 4 and 7Why should you use self-assessment or self

reflection.Learn how to select/create an effective rubricActivity #2 – Analyze you own rubric.How to self-assess/self-reflect using a rubric

◦ ExamplesLearn 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

Activity #1Reviewing self-assessment and self-

reflectionDirections:

1) Turn to page 1 in your activity packet.

2) Watch the video clip and record theaspects of self-assessment or self-

reflection that you notice.3) Following the clip, discuss the

aspectsthat you noted with your group

members.

Self Reflection Clip

The PLC Cycle & Formative Assessment

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

Self-assess during unitDifferent 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

STRATEGY 7: Engage students in self-reflection, and let them keep track of and share their learningSelf-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.

Self-reflect at conclusion of unitPrior 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

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’s rank from the middle of the pack of 42 nations tested to the top five (Black & Wiliam, 1998b).”

Also…The Danielson Rubric

How to write/select rubricsCharacteristics 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.

Common Misconceptions about RubricsRubrics 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.

Activity #2Your 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 Fully describes my

rubric Corresponding quote from your rubric that aligns with the

assessment (YES/NO) of your rubric Each criterion represents an aspect of a standard or objective

YES/NO

Category: Definable Fully describes my

rubric Corresponding quote from your rubric that aligns with the

assessment (YES/NO) of your rubric Each criterion has a clear meaning to both students and teachers understand.

YES/NO

Category: Observable Fully describes my

rubric Corresponding quote from your rubric that aligns with the

assessment (YES/NO) of your rubric Describes quality in performance that can be perceived by someone

YES/NO

Activity #2 – DirectionsTake a few minutes to

self-assess your rubric.◦Provide evidence for

each standardWhen you have

finished self-assessing, turn to your small group and share your assessment with your group members

October session exampleLook at your EXAMPLE packet, pg. 1

General RubricsIs 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.

Examples of General Rubric with Student Self-AssessmentEnglish 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 SettingGoal 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.

Rating Scales and Checklists

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.

Not rubrics, but can be very useful for assessing behaviors, effort, or meeting the requirements of an assignment.

Examples of rating scales or checklists

More examples of rating scales with reflection

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 self-reflection.

3. Begin to create the self-assessment or self reflective piece to be used with your rubric.

Reviewing our objectivesAt 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 self-assess 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 self-reflect.

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

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.