Self-assessment- Reflections of students and teachers.
Self-assessment revolves around individual students taking the initiative to assess their work and becoming better at how they present their work. Self-assessment helps students with the revision process leading to better grades.
The main ideas are:
- Establishing clear criteria
- Supporting self-assessment
- Opportunities to revise and improve
Students effectively grade their work and site areas they need to improve on. The instructor, helps them with the verification of the things that count leading to clear goals of what they intend to achieve. Self-assessments have been found helpful in the focusing of students back to the criteria. How to go about it? You employ the coloured pencil technique. It involves the use of a coloured pencil to underline key words on the rubric.
- Create a rubric
- Underline key words on rubric
- Underline evidence in your work in same colour
- Teacher guides the class through criterion
- Allow students to revise their own work
Students attest to easier mistake identification and less occurrence of repetition of the same. Students appreciate the process because they can see what they did right and therefore congratulate themselves for doing an assignment right. Teachers are happy to be able to create and cater for individual learners, they are happy for the progress that improves their learners’ worth. Self-assessment helps learners to be independent, self-directed and lifelong learners.
Very little reference is provided in the video, therefore little need for an accuracy check but the insight from the students and teachers that have done it practically is reliable. The video added practical lessons to the theory classes, previously learnt from. The guide towards conducting a successful self-assessment was an eye opener.
The video has several limitations that include the failure to factor in what the experience might be like for institutions of higher learning. Given an opportunity, I would involve college-going students to improve on the experience. The instructional objectives are good; the introduction of student views and then teacher reflections improve the overall quality of the video. I learnt that self-assessment is what I need to give myself a fair chance at improvement. It might be the hallmark of success.
THE POWER OF STUDENT SELF-ASSESSMENT (S-A)
The video addresses the question ‘why’ self-assessment is necessary. It is drawn from, Better Evidenced Based Education, a journal by John Hopkins University, School of Education. S-A is a powerful tool as it addresses the need that teachers don’t have as much time to give feedback to individual students as much as they would like to. For students, it helps them to build self-regulation skills and significantly improve in the tasks they are self-assessing themselves on. S-A can be used not only in writing classes but in other subjects as well. There are several key elements in S-A which include;
The value of S-A awareness
- Access to clear criteria- employ the use of a rubric
- A specific task on what they will assess themselves on
- Models-come from the teacher
- Direct instructions and assistance with S-A
- Cues on when self-assessment is the appropriate thing to do.
- Opportunities to revise, its more formative when done as a task.
Each specific task requires that you first set clear expectations, let the learners self-assess and revise on what they have done so they can get the purpose of the practice. The instructional objective is clear, the instructor, Elliot, saves on time and is clear on delivery. His use of points greatly helps you to build on points. There were few engaging activities as the video only provides one narrator without a change of scenes. I learnt that S-A when properly conducted becomes a lifelong habit that continually improves a learners experience.
TOOLS OF SELF -ASSESSMENT
The main theme of the video is to bring to light the various tools and methods that can be employed for effective S-A. The main ideas of the tools used are; videotaping, questions and interviews, role plays and checklists, quizzes and tests and presentations. The fundamentals of how these tools are created and research behind them is discussed. It includes;
- Australian Skills Quality Authority- incorporates four components; context and conditions of assessment, task to be completed, evidence to be gathered and the criteria used to gather evidence.
- Higher Education- liaises with the communities, industries and service organizations on how they can develop a wholesome self-assessment tool. They use rubrics, e-portfolios, frameworks and self-assessment plan.
- The Strategies Analysis Tool- created by four researchers from Maguey University. The tool addresses learning by participation.
I have learnt that tertiary education sectors, which develop the tools need to link up with organizations, communities and groups to help identify the gaps that need to be filled by the different sectors according to their needs. The video is limited in its method of presentation because the instructor seems to be reading from a direct source and therefore not as interactive or as interesting to follow. Given a chance, I would do it differently by memorizing the key words beforehand to avoid boring the consumer. The visuals in form of pictures, puzzles and point presentations to enhance audience understanding are a good thought. The referenced components are accurate and make it easier for one to make a reference. The logic behind the segment was accurately identified. The organization structure is valid because the developers for various tools are adequately mentioned. The video credits go to Suny Empire State University, Career Brand Development and Self Coaching, department.