Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 102

Designing the Classroom Curriculum Self-Assessments Table 5.4: Self-Assessment and Attributes 39 Type of Self- Assessment Student journal or reflective logs Student checklists Group/ whole class reflection activity Attributes Limitations Best Fit Assessment Criteria Students compile a journal or log that they periodically updated with comments and reflections on an activity or task or their learning performance generally. Students complete a checklist that incorporates key elements to reflect upon with a basic assessment rating for each Combination of Student checklists and reflective journals or logs Students require scaffolding to self- assessment processes or they will tend to be highly critical or highly complementary of themselves. Procedural or declarative based learning outcomes Self-assessment scaffolds, rubrics or checklists Self- evaluations Teacher- student interviews A formalised timetable of interviews or ‘just- in-time’ interview circumstances. The teacher generally takes the lead in discussing the student’s performance in a given learning situation. Most often used in the context of ‘semester reporting’. Requires practice and an associated routine/ embedded culture of self- assessment Procedural or declarative knowledge activity. Requires practice an embedded culture of self-assessment Students require scaffolding to group assessment processes or they will tend to be highly critical or highly complementary of individuals in the group tending to focus on individual performance as opposed to ‘group performance’ in a constructive way. Students require scaffolding to self- assessment processes or they will tend to be highly critical or highly complementary of themselves. Requires high level of student / teacher interpersonal skills. Careful consideration and planning is required as the student’s confidence level is implicated in one-on-one teacher situations such as these. As the name suggests self-assessments are conducted by the students themselves. Underpinning self- assessment is the student reflecting on their own performance in terms of what was taught, the expectations placed on them and their own perceptions of achievement. While powerful tools for the student as they learn to critically reflect on their own learning progress, self-assessment also provide the teacher with insights into how the individual student learns, their aspirations for learning and their predispositions to certain 39 Kendall, J. S., & R. J. Marzano (1996). 102