Self-Assessment conferences allow the teacher to meet with students individually to reflect on their progress, success, and struggles in the class. Self-assessment conferences provide students with an opportunity to discuss their ownership, participation, and performance in the class with their teacher and receive support from the teacher. Self-Assessment Conferences can be used in any class and at any grade level, aligned with specific learning targets or goals within the class.
Create a student self-assessment form related to the specific learning target, class topic, or activity being completed in class. Have students complete the self-assessment form prior to the conference.
Hold a small conference with each student individually (3-5 minutes) to discuss their self-assessment.
Focus the discussion around the student's success, struggles, and participation throughout the activity.
Allow the student to express any concerns or struggles that they had and try to support the student with steps to fix errors or with remediation support.
Praise the student's efforts and any successes that the student noted on the self-assessment.
Immediately after the conference make quick notes regarding any important information you learned from the student during the conference.
While you are conferencing with students individually, the rest of the class should be working on an engaging activity, station rotation, or learning centers that does not require a large amount of teacher support or instruction.
Self-Assessment for Collaboration can be used for students to reflect on their participation, collaboration, contributions, and teamwork efforts during a collaborative activity.
Follow all of the steps listed above using a self-assessment tool or template centered around collaborative work (i.e. assessing participation, collaboration, contributions, and communication efforts during a collaborative activity).
Students can use an On-Task Timer to self-monitor their work habits during a specified period of time. After that period of time, the students can reflect on their work habits in order to make adjustments and improvements.
Co-create an anchor chart with students that discusses what on-task learning looks like and what it doesn't look like (possibly a T-Chart or consult the Y-Chart for Clear Expectations strategy in the BetterLesson Lab).
Review/revisit the chart daily until students internalize the expectations.
Decide on a time that you want the students to monitor and then self-reflect on their on-task behavior.
Set a timer for a small amount of time (5-10 minutes to start) for students to work independently on a task.
When the timer goes off, give students time to reference the chart and rate themselves on their habits during the work time (you could create levels or a number system). See sample chart below.
Students can keep track of their work over the course of an hour on a sticky note or use another tracking system
Over time, the teacher can increase the amount of time between self-assessments and work towards 30 minutes to an hour between self-assessments.
Teachers can also conference individually with each student on his or her work habits in order to develop personalized work habit goals for each student.
How could you scaffold this conferencing strategy to modify it for students' learning abilities?
How could you encourage students to use your feedback to make improvements?
How could you modify this strategy so the same form can be used multiple times to track progress?
How could you encourage honest reflection of students when completing this self-assessment?
What could be challenging about this strategy, and how could you address any challenges in advance??
Explore the "In My Opinion..." lesson by kindergarten teacher Joanne Clapp to see how to engage in self-assessment writing conferences with students.
Students can record their self-assessment reflections using Flipgrid. The teacher can then watch the videos before meeting with students. The teacher could meet with students virtually through the comment tools on Flipgrid or the teacher can pull the students for individually conferences based on their video responses.