Assessment is a recurring theme in my blogging. I think that is because it was my biggest challenge when I started teaching. I wrote before how I thought that teacher-training programs do not prepare us sufficiently for our role as assessors as they do for our role as teachers. This blogpost will focus more on self-assessment and how I came to use it in my classroom. I am now a lot more comfortable with my use of student self-assessment in class, but it didn’t start as such. I would also like to invite other educators to comment and suggest other ways to fully capitalize on the benefits of student self-assessment.
The context is a unit of work on improvisational theatre for my year 7 drama classes. I always post the main content on the board for every lesson (imagine writing this four times a week for about six weeks!). Below is a copy of the whiteboard with the main learning material posted on it. Basically it is a simplified list of the features of the best improvisations and what the best improvisers do. We refer constantly to those two lists when the students give each other feedback on their performances, and when the students assess and evaluate their own performances.
After having practiced improvisational skills for about five or six weeks through playing various improv games and theatresports, the students are given this task sheet that will be used to assess Criterion B (Application). They are told that this MYP Arts criterion is used to assess ideas, skills, techniques and processes. The students are then given a prompt for their improvisation, and the performances are filmed. After all performances, the students watch the video of their improvisations and then use the checklist in the task sheet to assess their performance.
The last step required of the student is to use the self-assessment column in the rubric below to give themselves a mark out of 10 for Criterion B (Application).
Last year, this process was already in place for me. However, I didn’t really know what the next step should be. I didn’t know how to fully bridge the gap between the student’s self-assessment and my own teacher’s assessment of their work. I did a lot of reading and professional learning on assessment, and I finally came across a fantastic alternative assessment tool: conferencing with the students. It seems very common-sensical, but in actual fact it wasn’t for me.
What I learned to do after the students use the checklist and the rubric to assess their work, is to conference with each one of them. I use this 2-3 minute chat (which I build into class-time), to probe further reflection. I ask questions such as: “Why did you give yourself this mark? What suggestions for improvement do you have for yourself?”. I also constantly remind them to refer to the guidelines for successful improvisations/improvisers written on the whiteboard for their oral reflection during the conferencing. Students are often (though not always) quite capable of evaluating their own work and formulating their own feedback for improvement. Of course, you will come across the students that under-assess themselves and those that over-assess themselves. I always remind the ones that under-assess their work that they are being too hard on themselves and focus on highlighting the positive aspects of their work. I also probe further reflection from those that over-assess themselves and ask them to see how they can improve. Using their performance, checklist, rubric self-assessment and the conference, I finally arrive at my own teacher-assessment, which I add to their rubric in the teacher assessment column, reminding them to use this discussion in the conference as their feedback for improvement.
I am now much more comfortable with the way I administer the task and assess the students, and with the way I allow students to assess themselves and evaluate their own work. However, I believe there is always room for improvement. I would like to invite teachers and educators to share their thoughts, views and suggestions.