At the beginning of each trimester students are given a checklist to track their own mastery. As they progress through the lessons, they mark off what they have completed, in addition to the grade they received on each lesson. This acts as planner, letting students know at any given moment what they have completed, and what is left for them to learn to finish the trimester.
At the end of any collaborative activity, each student makes a copy of this Teamwork Evaluation Rubric and fills out the boxes with his/her thoughts on the overall quality of their group's teamwork. The rubric includes multiple indicators of high-quality teamwork and encoruages discussion about how to improve future iterations. Indicators include noise level (framed as concern for other group's ability to work effectively), quality of work produced, overall teamwork, and level of grit. Students assess their own contributions to their collaborative assignment as well as their teammates' contributions. Students can insert glows and grows where they explicitly discuss their feelings regarding their own work and the work of their peers. I frame this activity as a team-building exercise. Evaluating collaborative assignments can be complicated. The Teamwork Evaluation Rubric allows me to collect a good deal of data about individual student's contributions from multiple perspectives, which is both a fair and thorough way to assess individuals and the team as a whole.
By allowing my students to assess other students' work and then providing them with a Student Lab Development Rubric to evaluate their own work, they learn to design and refine high-quality experimental procedures. The Student Lab Development Rubric is one of the tools I use to help students build the experiments they've created and then display results and lab analyses. When students are the ones dictating how they will conduct their experiments, they invest more fully in the activity and come to realize that science involves constant critical analysis and reiteration. I like to move conversations away from "right" and "wrong" and more towards how we can improve each component of our lab activities. Initially, some students feel uncomfortable identifying that their work isn't up to the high standards of the rubric, but over time most come to realize that this process helps them improve their final products and understand the underlying purpose behind labs.
The Candy Land Path is a Candy Land-style trail that runs across several walls in my classroom. Each tile on the trail represents a lesson my students have to master in order to advance in the course. This strategy allows my students' progress to be seen and followed on a day-to-day basis, ultimately giving transparency to the learning process. This is a powerful visual tool for every student - especially for over- and under-achievers - and allows me to reframe school as a learning journey and progression as opposed to just working for a grade. The Path also brings an element of fun to the classroom while preserving its motivational purpose.