Student self assessment and data driven processes with students

Written By: Sabrina Pence, Arthur Ashe Charter School

Student Self-Assessment


Objectives for Today’s Session

Utilize data walls and other forms of feedback to inform students of progress

Begin a process with students of tracking their own data and communicating about that data

Set goals for improvement with students


What The Research Says About Student Self-Assessment

Robert Marzano, What Works In Schools, 2003 Schools can have tremendous impact on student

achievement

The effect of students setting academic and personal goals can be calculated to be between 18 to 41 percentage points difference in student achievement.

Schools must challenge all students to be effective


Feedback

The most powerful information you can provide to students is feedback on performance

For feedback to be effective, it must be: Timely Simple Directly connected to what is being learned

at the time Regular, uninterrupted time for students to

think about their progress.


Sample Feedback Cycle

Feedback

Data Walls, Exit Tickets, Tests, and

Other Assessments

Re-assessment:

Do-Nows, New Exit

Tickets and Tests


Step 1: Data Walls, A Visual Method of Communicating Data

Best Practice: Data walls are for students Posted for both exit tickets and weekly assessments so

that teachers make an EXPLICIT connection between exit ticket data, student performance on weekly tests, report card grades, and UBD essential questions ▪ Weekly assessment data remains up, while exit ticket data

changes▪ Gives a sense of “I haven’t mastered yet, but with more

practice I am empowered to change my level of mastery.” Provide a time in class everyday for brief

discussion/review of the data wall Names the skill and which students mastered the skill

so students can see it


Stop and Reflect

What is going well with your current data wall? What improvements would you like to make? How do you think you can make these improvements? Share this with a partner. Group share-out


The Exit Ticket Connection: Using Them Effectively For Student Self-Assessment

Exit tickets Tests/Performance Tasks Student Performance/Understanding How can we communicate with students

that their performance on an exit ticket should inform what they should study, what help they should ask for, and the goals they set?


Step 2: Student Tracking of Exit Ticket and Test Data

To help students make the connection between exit ticket performance and skill mastery, we must provide tools for them to track both exit ticket performance and test data within a data binder or notebook.

Reflect with a partner: What is a simple way for students to

track assessments on a daily basis?


Your Task in Teams: 10 minutes Discuss how you can implement the

following: Daily use of exit tickets/other form of daily

assessment Ideas for getting students to track their

progress daily Ideas for getting students to track their

weekly/bi-weekly progress on tests and quizzes

Other systems you might need to make this work


Step 3: Goal-Setting

Once students know their data and can communicate how they are performing, they should set goals for performance Goals should be SMART goals▪ Specific, Measureable, Attainable, Realistic,

and Timely▪ Example: I will increase my performance on

adding decimals from a 2 to a 3 on next week’s test by getting exit ticket remediation and doing extra homework.


Sample Goal Setting Cycle

Teacher and students

set goals - academic or personal

Teacher provides effective, timely

and content specific

feedback on progress

Student learns how to assess

and refineprogress towards

Goal


Student Reflection Questions For Goal-Setting

What did I learn today/this week? What did I do well? What am I confused about? What do I need help with? What do I want to know more about? What am I going to work on next?


Goal Setting Format

How can we get students to set SMART goals for improvement? Format? Time? Assistance?

Education

Student self assessment and data driven processes with students