Reflection: Student Self-Assessment The Happy Lion Part 2 - Section 3: Student Evaluation


     Student Self-Assessment using the Shared Inquiry Rubric revealed that they were aware of areas that needed improvement as well as areas of strength.  None of the students gave themselves perfect scores.  They all agreed that there is room for improvement in all areas.  I use students' self assessment to gauge where they are in the learning continuum.  For example, if students indicate that a deficiency in providing sufficient text supports as they speak about their claims, that is the area that I provide scaffolding.  I listen to student feedback regarding the specific areas that are discussed on the rubric.  The rubric guides the level of teacher support I give each student.  Instruction needs to be differentiated based on the ability levels of students.

    I like to video students with my flip camera as they perform shared inquiry discussions.  I replay the video to see if students can cite examples from the video that indicate their strengths and weaknesses to determine the accuracy of their self-assessments.  Watching a video of themselves and assessing their performance is a foolproof way of making sure students are objective in their self-assessments.

  Student Self-Assessment: Self-Assessment
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The Happy Lion Part 2

Unit 8: Shared Inquiry Discussion 1
Lesson 6 of 18

Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.

Big Idea: How do shared inquiry discussions deepen knowledge ? Students participate in Shared Inquiry discussions revolving around an interpretive question in order to deepen knowledge of text by discussing multiple perspectives.

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1 teacher likes this lesson
English / Language Arts, shared inquiry, interpretive questions, close reading, shared inquiry discussion
  60 minutes
screen shot 2014 03 28 at 8 01 42 pm
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