Teaching Students to Self-Assess Their Own Learning

Teaching Students to Self-Assess Their Own Learning

As we continue our work at creating a warm and welcoming environment that engages and inspires all students, it’s important we recognize creating such an environment requires that we establish high standards and expectations for our students. One way to boost learning and metacognition is to require student self-assessment.  By creating opportunities for students to measure their understanding and progress instead of just assigning a grade to an assignment ensures a focus on learning progression. This methodology aligns directly with the PLC+ model (PLC+ Questions are italicized).

1. The teacher provides explicit learning intentions and criteria for students at the beginning of the learning process.  Where are we going?
2. The teacher provides explicit, relevant, evaluative criteria throughout the learning process and models how to use these criteria. Where are we now? What did we learn today?
3. The teacher provides an opportunity for students to relearn and revise their work? How do we move learning forward?

While the previous three steps start with The teacher provides these steps that excellent teachers routinely use. The difference lies in step 2 being used as a formative process throughout learning with the students analyzing their work. Here are six ways for students at all levels to self-assess their work:

• Traffic lights: Asking students to use green, yellow or red to indicate whether they have good partial or little understanding.
• Checklists or rubrics that are standards-references and ideally presented in the form of questions. For example, “Does my writing reflect the main idea from the text?”
• Practice quizzes that are self-graded.
• Reflective journal entries where students write about their learning and achievements and include their thoughts on how they can improve their learning performance.
• Exam or work wrappers (examples) where students review their performance with an eye toward future improvements
• Self-assessment prompts (Race, 2001)

• What did you do best on this task?
• What did you do least well on this task?
• What did you find was the hardest part?
• What was the most important thing you learned in doing this assessment task?
• If you had more time to complete the task, would you change anything? What would you change, and why?

To optimize the benefits of self-assessment, we must ensure that we teach and model the skill and make the process non-threatening. Students will benefit from seeing exemplars and products that are lacking. For less experienced students, we must provide more guidance and facilitation. Students will also benefit from understanding the rationale behind the practice and how it will benefit their learning. Only when we combine reflection and evaluation against a standard do our students reap the benefits of academic and metacognitive learning through self-assessment.

For teachers lessening their grading obligations can be a time saver. The teacher provides feedback on the self-evaluations with the goal of helping students learn how to better self-assess and set improvement goals. The more robust self-assessment activities should be reserved for important assignments, and simplified versions should be used for smaller learning activities.

Self-assessment empowers students. This is a key foundation for a classroom culture of learning where students reflect and set future goals.

What are some of your favorite self-assessment strategies?

The Week Ahead/Tasks

Please complete your Kronos timecard.

Panorama Survey: Sorry for all of the problems with the Panorama Survey on Friday. I worked with the tech team and figured out that most likely that 413 certificate errors, were not because of anything we were doing. On Monday, I’ll work with our research department to determine why some students were not able to access the survey. More information will be forthcoming.

Middle School Advisory meets every day this week. Lessons are in the shared folder and a new one will be added for recording and sending a letter to families.

Peer Nomination Survey The peer nomination survey will take place this week for students in grades 4-12. This is for students in grades 4-12. 4th and 5th graders will take this survey in their classes. Secondary students will take this survey in their English classes.

October 26: CCRA+ and PSAT (high school impacted only). Classes with sophomore and juniors, please remember no new content on that day. Freshman will probably join at the beginning of 2nd period (fingers-crossed)  

October 29: Making Connections Professional Learning

November 1: Teacher Work Day

November 2: Family Conferences 12-7  

Please see below for elementary, middle, and high school newsletters that went out this weekend

Elementary Announcements

Monday: http://youtu.be/w1h707aoHgU?hd=1 

Tuesday: http://youtu.be/4L3z4IhhqpU?hd=1 

Wednesday: http://youtu.be/BoLWCYGUO1w?hd=1 

Thursday: http://youtu.be/895_K79L1gw?hd=1 

Dear Elementary School Families,

As we near the conclusion of our first semester, I wanted to thank each of you for your patience as we grow our virtual school together. Our teachers have been working incredibly hard to make this a great experience for your children. I am continually amazed by the wonderful instruction that they are providing.  We also wanted to remind you of a couple of things. First, there will be no school for students on Friday, October 29, Monday, November 1 and 2. Parent-teacher conferences will be on November 2.

I also wanted to let you know of a staff change that will affect many of our children. Lori Ann Stoddart and Kim Blevins will be swapping roles. Ms. Blevins has been our 5th grade teacher and Ms. Stoddart has been supporting students in kindergarten, first grade, second grade and fifth grade. The official start date will be November 3. Ms. Stoddart will become the primary fifth grade teacher and will be supported by Ms. Blevins. Ms. Blevins will be working with our fifth grade, kindergarten, 1st grade and second grade classes. This change will accentuate their strengths as educators and benefit all of our students.

Social Emotional Learning and Extra-Curricular Activities

As a school, we provide instruction  in content areas and we strive to create opportunities for students to socialize. By providing students with a safe place to practice their so ial skills and to receive feedback, we hope that your children are developing their sense of responsibility and learning to work together. In our elementary schools, we incorporate social emotional learning in our morning and closing meetings and we use Seesaw lessons developed by school counselors. In middle school, our advisory program aims to teach students how to set and achieve positive goals, feel and show empathy for others and make responsible decisions. Finally, in high school, our freshman seminar program helps students learn these soft skills which are vital to success in school and life.

As a school we are doing our best to fill the void created in distance learning. Young people have an opportunity to contribute to this effort and develop their social emotional skills.  We are working on expanding our offerings to meet the social emotional needs of our students and hope to share more information with you soon. We are also interested in partnering with families and hearing your ideas.

Our first such opportunity is for our elementary students to join the Albemarle Virtual School Music and Drama Club.

 

What are some things you can do?

• Encourage your child to join a new extracurricular activity
• Ask your child what types of activities the have enjoyed in the past and would be interested in participating in
• Ask your child what a new activity that they would be interested in participating in
• With your child, choose an activity that your entire family can participate in

Inventor's Kits

This year we are partnering with the National Inventors Hall of Fame and Camp Invention to provide students with STEAM (Science, Technology, Engineering, Art and Mathematics) activities and real-world challenges. Each student will need to pick up their inventor’s kit at their base school. The kits will be available for pick-up on Monday. The inventor’s kits give children the opportunity to take risks, use creative problem-solving and develop and entrepreneurial mindset. To learn more and for more hands-on activities you can do with your children, please visit https://www.invent.org/at-home-learning-resources

If you are unable to pick up your child’s inventor’s kit, please let me know.

Dear High School Students and Families,

As we near the conclusion of our first semester, I wanted to thank each of you for your patience as we grow our virtual school together. Our teachers have been working incredibly hard to make this a great experience for your children.  We also wanted to remind you of a couple of things. First, there will be no school for students on Friday, October 29, Monday, November 1 and 2. Parent-teacher conferences will be on November 2. We will be sending more information about conferences later this week.

Please review this newsletter for more information on:

●          Tuesday, October 26: CCRA+ and PSATs

●          Social Emotional Learning and Extra-Curriculars

●          End of Marking Period Grading

Tuesday, October 26: CCRA+ and PSATs

On Tuesday, October 26, 2021 freshmen will be taking the CCRA+ test and sophomores and juniors will have the opportunity to take the PSAT. We will have a normal bell schedule on Tuesday. In classes with freshman-juniors, teachers will be providing enrichment activities and working individually with students, so students who are taking an assessment will not miss out on learning.

PSAT Information

Sophomores and juniors should report to their base schools for the PSAT. Because this is a timed test, it is important that students arrive by 8:50. Please be sure to bring a calculator, a water bottle and at least two No.2 pencils.

Western Albemarle students should report to B204.

Monticello sophomores should report to the back (small) gym and juniors should report to the main gym.

For more information, please contact your child’s school counselor and review this information.

CCRA+ Information

On Tuesday, October 26 all freshmen in Albemarle County will be taking CAE’s College and Career Readiness Assessment (CCRA+). We will begin at 8:30 using the following zoom login.

https://k12albemarle.zoom.us/j/85728720677?pwd=SDVwWHdNcFlTS1dUR1VZOUJRMUVMdz09

Meeting ID: 857 2872 0677 Passcode: 854001

For more information, please review this document.

CCRA+ is a proctored assessment, either in-person or remotely via a video call. Since your child  is testing remotely, the video call (Zoom, WebEx, Google Meet, etc.) will run in the background.

Students will complete the assessment using a secure browser (unless otherwise instructed). If your student is completing the assessment on a personal device, we recommend  downloading the software 48 hours prior to the assessment. The secure browser can be downloaded at : ADAM Lockdown - MZD (mzdevinc.com). If you need help downloading the secure browser, please contact ACPS Service Desk at servicedesk@k12albemarle.org or 434-975-9444.

Social Emotional Learning and Extra-Curricular Activities

As a school, we provide instruction  in content areas and we strive to create opportunities for students to socialize. By providing students with a safe place to practice their so ial skills and to receive feedback, we hope that your children are developing their sense of responsibility and learning to work together. In our elementary schools, we incorporate social emotional learning in our morning and closing meetings and we use Seesaw lessons developed by school counselors. In middle school, our advisory program aims to teach students how to set and achieve positive goals, feel and show empathy for others and make responsible decisions. Finally, in high school, our freshman seminar program helps students learn these soft skills which are vital to success in school and life.

As a school we are doing our best to fill the void created in distance learning. Young people have an opportunity to contribute to this effort and develop their social emotional skills.  We are working on expanding our offerings to meet the social emotional needs of our students and hope to share more information with you soon. We are also interested in partnering with families and hearing your ideas.

What are some things you can do?

●          Encourage your child to join a new extracurricular activity

●          Ask your child what types of activities the have enjoyed in the past and would be interested in participating in

●          Ask your child what a new activity that they would be interested in participating in

●          With your child, choose an activity that your entire family can participate in

End of Marking Period/Grading

This Thursday marks the soft end to our first marking period. This year, Albemarle County middle schools and high schools will no longer be using marking periods to calculate grades. Instead we will average first semester and second semester grades to calculate each child’s grade. We do recognize that families and students need to know where their child is academically. All students should turn in first marking period work by Thursday, October 26. First marking period grades will be updated in PowerSchool’s Parent Portal by November 5.

Four new guidelines for grading and assessment.

• No extra credit. Extra credit distorts grades and makes it difficult for students and families to understand what the student knows, understands and is able to do.
• Grades will not be given for practice. Practice is important to student learning and students should be able to practice without penalty. By eliminating grades for practice, students will have the opportunity to focus on improving their learning. Teachers will mark work as collected but will not assign a grade to practice work.
• Zeros will not be given. We have eliminated giving zeros, so the lowest grade given will be a 50.  We expect all students to complete their work and will not allow students to not do essential work. If a student has not completed essential work, they will be given an INC (incomplete).
• Grades should represent academic performance. Students will not earn grades for participation, attendance, or other non-academic factors.

Dear Middle School Students and Families,

This newsletter contains information on

• Middle School Advisory which will meet every day this week
• Student-led confererences scheduled for November 2
• The importance of Social Emotional Learning and Extra-Curricular Opportunities
• End of Marking Period Grading

Advisory

This week we will have middle school advisory every day. This will enable us to to ensure our students are finishing the marking period strong and provide them time to work on their student led conferences presentations.

Albemarle County middle schools created the advisory program to support the whole child by building skills that enable them to become the best versions of themselves. Specifically, the goals are:

• To ensure that each student is known well at school by at least one adult who is that student’s advocate (advisor);
• To guarantee that every student belongs to a peer group;
• To help every student find ways of being successful within the academic and social options the school provides;
• To provide a structure for students to examine their developing identities as well as learn about those different from them;
• To support students in finding their voice and listening to the voices of others;
• To develop safe and ethical digital citizens;
• To have fun

Student-Led Conferences on November 2

In traditional schooling, grades are something that are given to students. Feedback, grading and evaluation exclude students. We believe that we need to shift part of this responsibility to students. Grades alone are inadequate for reporting student progress. By reflecting on their personal learning and growth, communicating what they have learned and identifying further learning goals, students will take greater responsibility for their learning.

Over the past several weeks, students have been setting goals, reflecting on their progress, and analyzing their learning. Instead of meeting with individual teachers, you will schedule a time to meet with your child’s advisory teacher. During that time your child will present their learning portfolio/slideshow. The portfolio includes information and work samples from each class, student goals, an opportunity for you to provide your child with feedback and support, and a period of time for you to ask questions.

We will schedule a 30-minute block for you and your child to conference. Your child’s advisory teacher will serve a facilitator and will start the process. Because this is a student-led conference, the facilitator will not be present for the whole 30-minute period. Because this is an important experience for all our students, we hope for 100% participation.

Student-led conferences will be scheduled from 12:00-2:00 and 5:30-7:00. If you wish to speak with specific teachers, teachers will have drop-in times from 2:00-5:30.

We will be sharing our online sign-ups with you later in the week.

Social Emotional Learning and Extra-Curricular Activities

As a school, we provide instruction  in content areas and we strive to create opportunities for students to socialize. By providing students with a safe place to practice their so ial skills and to receive feedback, we hope that your children are developing their sense of responsibility and learning to work together. In our elementary schools, we incorporate social emotional learning in our morning and closing meetings and we use Seesaw lessons developed by school counselors. In middle school, our advisory program aims to teach students how to set and achieve positive goals, feel and show empathy for others and make responsible decisions. Finally, in high school, our freshman seminar program helps students learn these soft skills which are vital to success in school and life.

As a school we are doing our best to fill the void created in distance learning. Young people have an opportunity to contribute to this effort and develop their social emotional skills.  We are working on expanding our offerings to meet the social emotional needs of our students and hope to share more information with you soon. We are also interested in partnering with families and hearing your ideas.

Albemarle County Parks and Recreation has robust offerings for middle school students. We have attached the flyer and information can also be found at  https://www.albemarle.org/government/parks-recreation/programs/middle-school-sports  

What are some things you can do?

• Encourage your child to join a new extracurricular activity
• Ask your child what types of activities the have enjoyed in the past and would be interested in participating in
• Ask your child what a new activity that they would be interested in participating in
• With your child, choose an activity that your entire family can participate in

End of Marking Period/Grading

This Thursday marks the soft end to our first marking period. This year, Albemarle County middle schools and high schools will no longer be using marking periods to calculate grades. Instead we will average first semester and second semester grades to calculate each child’s grade. We do recognize that families and students need to know where their child is academically. All students should turn in first marking period work by Thursday, October 26. First marking period grades will be updated in PowerSchool’s Parent Portal by November 5.

 

Four new guidelines for grading and assessment.

1. No extra credit. Extra credit distorts grades and makes it difficult for students and families to understand what the student knows, understands and is able to do.
2. Grades will not be given for practice. Practice is important to student learning and students should be able to practice without penalty. By eliminating grades for practice, students will have the opportunity to focus on improving their learning. Teachers will mark work as collected but will not assign a grade to practice work.
3. Zeros will not be given. We have eliminated giving zeros, so the lowest grade given will be a 50.  We expect all students to complete their work and will not allow students to not do essential work. If a student has not completed essential work, they will be given an INC (incomplete).
4. Grades should represent academic performance. Students will not earn grades for participation, attendance, or other non-academic factors.

 

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