Providing opportunities for students to self-assess and reflect on their learning has become more common practice in primary/intermediate classrooms in recent years. Learning logs and reflective journals are more prevalent and students are increasingly being viewed as an active participant in the assessment process. I'm very much an advocate for students being provided with opportunities to self-assess and reflect on their own learning. As Davies and Hill (2009) state, "Students who self-monitor are developing and practising the skills needed to be lifelong, independent learners" (p. 64). This is also in line with the thinking competency identified in the revised curriculum.
I fear however, that self-assessment and reflection are often given lip service and in turn activities become more 'contrived' for the sake of 'doing self-assessment', or so it looks good in the learning logs that go home to parents/caregivers. Another concern I have is that students can learn to 'play the game' and write what they think the teacher wants to read, or simply write anything to just get the task completed! This is perhaps driven by a lack of understanding of the theory and purpose of self-assessment.
I believe that time needs to be spent teaching students the necessary skills to enable them to make insightful reflections with some depth, and it is essential that both the students and the teacher value these reflections. This is supported by effective questioning that facilitates deep reflective thinking. Students need to see a purpose in what they are doing and gain an understanding of how this process can be used to inform the next step in their learning. If students don't see the value in doing such a task (especially when they get to the more senior levels), there will be a reluctance to really take it seriously and the reflections/self-assessments will be of mediocre quality at best.
I'd value your feedback or thoughts on this topic...
Thanks,
Angela
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Hi Angela
ReplyDeleteThanks for your interesting post which demonstrates reflective thoughts accompanied by practical experience.
Students, do need to learn to self assess. I wonder if a 'contrived' approach while self reflection, writing down what they think the teacher wants to read, is at least a starting point. If they are trying to work out what we want as teachers, processing is going on. This is good isn't it?
I take on board what you say about students needing to be taught the necessary skills to enable them to make insightful reflections with some depth. And add to your comment perhaps its is also the teachers themselves that need to take responsibility to truely understand what we are trying to achieve in this new error of formative assessment FOR learning. The DANZ report (March 2009) spends time discussing the importance of professional development in this area. A professional learning initiative called "Assess to Learn" has been available to a certain few!! (Time and Money are the issue here)
I used this as a topic for my second blogg. I will be interested in your thoughts and finish by asking you, "When was the last time your school 'frontline' staff had professional learning in this area"?
As I am a secondary school teacher, I know how driven we are to teaching to the Achievement Standards and if not reminded, can lose site of checking in on students interests and needs.
CHEERS
SANDY:)
Hi Ange,
ReplyDeleteWhat an awesome read. I have those exact feelings about self assessment (and other areas of learning) that may be implemented in the classroom. I often wonder how deep the learning or the reflection is. I am a huge believer in developing deep thinkers and reflectors and self assessment alone will not do that. That is, not unless it is presented as a deep and meaningful way of truly reflecting on one's own work, and then looking on towards the next step.
John Beresford in his article, describes self-assessment as, 'The ability of students to access skills and and resources necessary to achieve learning autonomy.' I think this pretty much sums it up. As you say, we need to give students the skills, so they can begin to take control of their own learning, instead of just leaving it in the hands of teachers, parents and even society.
Thanks for your blog.
Demelza
Hi Ange
ReplyDeleteThe challenge for most classroom teachers would be knowing what and how to teach the skills and dispositions needed for effective self assessment. Passion is a start but not enough. if we only have passion without the knowledge then certainly the opportunities will be contrived then what real learning actually occurs?
Hi Ange,
ReplyDeleteI have read your comment with interest and I support your assertion about the importance of teaching the skills necessary for effective self evaluation and reflection. Claxton (2002) suggests that "teachers need to explicitly talk to students about the purpose of teaching and learning" (p. 67). This notion is supported by Alton-Lee (2003) who states effective pedagogy "promotes learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse" (p. 10). By giving the students an understanding of the processes and purpose of learning it will enable them to make more insightful reflections about their successes and failures. Associated with this, teachers need to learn to question students about their learning to encourage and direct their thinking. To give real value to this process the reflections need to be used to guide future learning goals.
Regards,
Marcus