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Answer the following...include your name with your post

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Answer the following...include your name with your post

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What ideas do you have to implement this process in your classroom?

What difficulties do you expect to face when implementing this process?

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Students looking at and reflecting on their own products and performance.

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self assessment

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Students grading/self assessing their own work and submitting it to the teacher

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A student using a checklist to reflect/assess their performance on an assignment.

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Students "grading" themselves

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Students reporting on their understanding of their learning. At what level they have mastered a concept.

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Students reporting on their understanding of their learning. At what level they have mastered a concept.

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Students reviewing and evaluating their own work.

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Students assess themselves.

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I believe this requires students to look at their own work and give a self assessment. 

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I believe this requires students to look at their own work and give a self assessment. 

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Students using a rubric or other criteria to determine their progress and report grades.

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Students would use a given rubric/scale to report their own grades to staff.

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Students evaluating their own work- reflecting on their mastery of the skill and the quality of the work.

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Students reporting how well they feel they know the standard 

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Students reporting how well they feel they know the standard 

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It's really the success criteria.  Students being able to determine if they learned what they were supposed to.

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Reflecting on their own work and giving themself a grade for it.

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Students telling how they think they did on a task, test or assignment

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Students telling how they think they did on a task, test or assignment

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Students are accountable for work and grade

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Students taking ownership of their own education. 

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Students taking ownership of their own education. 

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Students reporting what they think the quality of their work. If they think they have mastered the skill, and how they can improve.

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Students reporting what they think the quality of their work. If they think they have mastered the skill, and how they can improve.

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Linking to learning targets (small and whole group discussion)
Smiley face self assessments
- Jess Reggi

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T - Assessment Journals this week

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Aicia - 3 smiley faces before an assessment

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Students predict their performance on a test prior to taking it. I would try this at the end of any skill when we take an assessment.
Summer Lipscomb

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I will try the linking to learning targets
Deb Crawford

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Smiley face self assessment with math units
-Anna

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How does your work compare to the expectations on the rubric? On a scale of 1 to 10, how would you rate your effort? If you did this over, how could it be improved? -Sarah

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Smiley face assessment rubric after an RCD assessment--Emily Bowmar

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Smiley face self assessment with math units
-Anna

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I will try to implement this during my Thursday conference that I have with my students weekly.

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I want to implement the assessment journals and the "did I get it today?" chart.

A difficulty may be that students are not honest about where they're at.

-Kayla

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Ideas: I will use this process in small group to assess understanding of content we covered that day.

Difficulties: I think I will need to "teach" self assessment so students understand how to assess themselves.

-Jess Reggi

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Did I get it today question.
DebCrawford

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Including the smiley faces/rating attitude towards a skill before and after learning. They could be used with exit tickets and lesson quizzes. Erica

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Haley-I will try the smiley face rating for assessment questions.

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I feel some of my students won't give an accurate representation of what they know. They will just look around and do what everyone else is doing. That has been a struggle this year. - Lisa

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Incorporate the confident ratings in exit tickets: Mary Z.

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I am going to try the "did I get it today?" chart at the end of class this week.

-Kayla

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Assessment journal with questions to answer after each project. Do not think I would have the time to respond to every student. -Jenah

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Assessment journal with questions to answer after each project. Do not think I would have the time to respond to every student. -Jenah

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asking students to reflect on their efforts and rate 1-10 after independent work - Calla

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asking students to reflect on their efforts and rate 1-10 after independent work - Calla

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I will try having students predict what they will get on a test when he do our end of unit assessment.

-Riley Shubert

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Right now, I am using a type of self-assessment on my self-paced checklist with one student in math. She's doing very well with it. I am considering adding this scale to my students' centers checklists as well to help make this time more meaningful to my students.

I expect students to not take it seriously or be entirely honest when rating their feelings or achievement.-Erica

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Smiley face rubric and #s 1-4 being very specific with what each number stands for. - Lisa

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Assessment journals after each project. These could happen right in their sketchbooks. -Jenah

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Assessment journals after each project. These could happen right in their sketchbooks. -Jenah

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Connecting the learning targets to students' self-assessment. Also having students rate their effort.
-Mackayla

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I have ideas about implementing ideas through SeeSaw as an exit ticket at the end of a lesson to allow students to think about their progress through a unit. I expect some difficulties with students not taking time to be thoughtful in their responses but would review their assessments and reassign when necessary. I'd also like to implement the "got it" rings so that I can take extra time in a lesson if necessary. My students are really open about when they aren't understanding something, so I think I could do this easily. -Victoria

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I will incorporate the confident 1-7 rating on my exit tickets.

-Riley Shubert

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Using smiley face assessment

Difficulty: Using time to "teach" self assessment and rolling it out slowly and with guidance. Trying to remember to add it in with intention. --Emily Bowmar

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Use reflection questions at the end of the week/assignment/unit in their composition notebooks.
Mary Z.

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Haley-A difficulty I may face is that students do not take the rating seriously or are not completely honest with how they feel.

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"got it" rings- I'd like to start this week. I'd also like to start the smiley face assessment and the 1-10 rating of effort as an exit ticket this week. -Victoria

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I like the ideas given and am thinking of doing some type of traffic light for the with 4 areas, Novice(red), apprentice (Yellow), master (florescent green, expert (geen).  And discuss this during our conferences on Thursday---Vicki

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I want to try the smiley faces referring to how confident students are on a test/assignment.

I am concerned I could have a difficult time getting students to be honest/care.
-Mackayla

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In my class I already use "Thumbs" as an assessment of how well students think they have gotten a new concept.  Thumb up (I Got it!), Thumb sideways (I think I have it, but need more practice.)  Thumbs down (I am totally lost.)

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In my class I already use "Thumbs" as an assessment of how well students think they have gotten a new concept.  Thumb up (I Got it!), Thumb sideways (I think I have it, but need more practice.)  Thumbs down (I am totally lost.)

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I also like the idea of using the "Did I get it today?" continuum. Jill Damm

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I am going to introduce the Continuum of Engagement to my class and start having them rate themselves.  Jill

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I am going to introduce the Continuum of Engagement to my class and start having them rate themselves.  Jill

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I plan on using the confident rating with my students for math standards.
- Strahin