Reflection & Self-Evaluation Forms
This is a companion to the six articles on the assessment and reporting practice used at my school for the past 15 years or so. While things have evolved over time, and recent changes to our provincial reporting requirements are challenging the way we do things, this is a snapshot of the ideal, our grand goals, and in most cases, the practice. The final post gives downloadable and editable examples of the reflection & self-evaluation forms, and a student-generated summative report within this model.
The entire school staff agreed to use a 6 point rubric scale describing the extent to which a student had met a particular criteria. An assignment that meets the specified criteria would receive a 4 designation. Those that exceeded the criteria and demonstrated understanding beyond the stated criteria would be designated 5 or 6. Assignments approaching, or showing little evidence of the criteria would be designated 1, 2, or 3 accordingly.
What the Numbers Mean
It is critical to note that a 4 rubric designation is NOT 4 out of 6. It is simply "4". It could be anything - a colour, shape, word, or sound. It is intended only to communicate an assignment's relative proximity to a pre-determined set of criteria.
With changes to our provincial reporting requirements, we have shifted our rubric scale to reflect Manitoba's reporting requirements. This is a 4 point scale tied to understanding rather than criteria using 1/Limited, 2/Basic, 3/Good, or 4/Thorough understanding.
In the forms listed below, each uses some form of rubric scale and gives spaces for students to self-evaluate and reflect on their understanding as well as the strategies employed/developed while engaging in the assignment. We call them "What Matters" sheets because the criteria listed within the document outline "what matters" in an assignment or project.
Reflection and Self-Evaluation Forms
|01 What Matters 0-6 Summary Statement
||Students circle a rubric designation on a six point scale for each of the identified criteria then create a summary statement about their strategies, engagement, processes, and understandings of their own growth as learners.
|02 What Matters Three Category Rubric Summary Statement
||Simpler three-point scale in which students circle one of three statements indicating level of achievement.
|03 What Matters Criteria Response No scale
||Open ended form where students create written responses to each criteria responding statements like: "In what ways does your product show mastery of this outcome?" or "Point to the evidence that your product meets this criteria."
|04 What Matters Template 4pt scale Summary Statement
||Students circle a rubric designation on a four point scale for each of the identified criteria then create a summary statement about their strategies, engagement, processes, and understandings of their own growth as learners.
|05 What Matters ART Template 4pt scale Summary Statement
||These subject area self-reflection and self-evaluation sheets were designed to reflect the content area categories as they appear in our provincial report card. having the categories on the day-to-day forms keeps us mindful of the range of outcomes to consider. In the portfolio, as a collection of evidence, it more clearly identifies achievement in subject categories.
|06 What Matters ELA Template 4pt scale Summary Statement
|07 What Matters MATH Template 4pt scale Summary Statement
|08 What Matters SCIENCE Template 4pt scale Summary Statement
|09 What Matters SOCIAL STUDIES Template 4pt scale Summary Statement
|10 GROWTH STATEMENT COMPANION GUIDE
||The companion guide I wrote for understanding and using the student-generated growth statement (item 11)
|11 Growth Statement Template
||This end-of-term report is designed for students to complete as they reflect back on the term, determine to what extent they have met criteria throughout the term, and create summary statements of achievement referring to evidence in their portfolios.
Sharing is Caring
Feel free to download, modify, and use them as you see fit. I've worked on assessment practices with many teachers over the years both in my school and with other school communities.Hope that you will share your thoughts and experiences with them here. Also happy to receive questions, comment, critiques, or give advice and opinions if you want them.
Other Posts in this Series
- Goal Setting
- Growth Statements
- Student Led Conferences