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