Kákau Mea Nui
Writing Matters
A Waimanalo Elementary and Intermediate
School and University of Hawai`i
Partnership to improve student writing
Improving Student Writing
Increasing the Quality & Quantity of Student Writing
Learning to Write
Writing to Learn
• Writing Process
• Writing Traits
• Writing Genre
• SUMMARIZING
• Note taking
• Entrance/Exit Slip
• Reflecting
• Etc.
Today
Student Self-Assessment
Student Self-Assessment
WASC Recommendation:
Increase the use of student self-assessment
Today
Reflection on Students’ Writing
Self-Assessment
Planning for Student Self-Assessment
Where Are We?
In July we discussed how we want students
to be good writers.
Writers who can:
– Write for different tasks,
purposes, and audiences
– Collaborate with teachers and
peers
– Engage in the writing process
Reflecting on Students’ Writing
1. Describe where your students are now as
writers.
2. Describe where you want them to be as
writers by the end of the year, including
MyAccess goal.
3. Identify which summarizing strategies your
students know and use (across grade-level).
Student Self-Assessment
Increase the use of student self-assessments
Reflection on Students’ Writing
Today
Self-assessment
Planning for Student Self- Assessment
Reflection
Before
During
What are two or three additional ideas for students to do selfassessments in my class?
Define self-assessment.
How do I currently have students self-assess their own learning?
During
How confident am I in teaching students how to do a selfassessment?
“I do”
“We do”
“You do”
Do I have criteria/rubric for each self-assessment idea? Can I
develop the criteria/rubric? Can my students help develop the
criteria/rubric?
After
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed
on the back of this sheet?
“I do”
1
Direct
Instruction
1
Confident in
each stage
Group and Partner
Practice
2
3
4
Independent
practice
5
Not confident
in each stage
Confident in
each stage
“We do”
2
3
“You do”
4
5
Not confident
in each stage
What is Self-Assessment?
Self-assessment is the process of analyzing and
making judgments about one’s own learning.
It involves assessing:
what you know
what you need to know, and
how you can bridge that gap
What Students’ Learn - Self-Assessment
When students are collaborators in assessment
they develop the habit of self-reflection and
learn…
the qualities of good work,
how to judge their work against these qualities,
how to assess their own efforts and feelings of
accomplishment, and
how to set personal goals.
Learn to Self-Assess
Criteria/Rubric • qualities of good work
Explicit Instruction • how to judge their work
against these qualities
Instruction
& Practice
Reflect on
Evidence
• how to assess their own
efforts
• Set personal goals
• feelings of accomplishment
Student Self-Assessment
A few activities that require reflection and engage
learners in the assessment process include:
•
•
•
•
Compare their work over time
Create and use evaluation criteria for a project
Evaluate and revise a piece of writing (rubric)
Judge their reading preferences and habits by
reviewing their reading journals
Criteria
Instruction
Practice
Evidence
Student Self-Assessment
Brainstorm a list of ways to have students
self-assess their learning.
Groups: K-2
3-5 LA
6-8 LA
Science 3-8
Math 3-8
Social Studies 3-8
Specials & Counselors
Student Self-Assessment
What learning to write & writing to learn tools
have you been using for the last 2 ½ years that
you might have forgotten to add to your list?
Summarizing & Rubrics
Line-Up
Student Self-Assessment
ORGANIZING
What-Why-How
BRAINSTORM
Topic/Opinion
Bubble or Tree Map
What
Why
How
WRITE A DRAFT
INTRODUCTION
Hook – Linking Sentence –
Thesis Statement
CONCLUSION
Summary Statement –
Final Thoughts
Ideas
Organization
• Main idea
• Beginning
• Supporting details
• Ending
• Showing details
• Sequencing
• Purpose
• Pacing
• Unusual approach • Transitions
Voice
• Cares about topic
• Strong feelings
• Authentic
• Personality
• Strong Connection
Word Choice
REVISE DRAFT
EDIT
Sent. Fluency
• Strong verbs
• Beginnings
• Effective modifiers
•Varied length
•Memorable words • Reads well aloud
•Effective phrases
• Rhythm and flow
• Engaging language • Easy to understand
Conventions
• Caps
•Punctuation
•Paragraphing
• Spelling
• Grammar
Before
instruction
• Bell work
• Entrance slips
• Caption a picture
• Vocabulary building
• Assess prior learning
• Assessing prior knowledge
• Open ended question
• Journal quick write
• K-W-L
After
instruction
• Summarizing
• Reflecting
• Exit Slips
• Define key terms
• If/Then statements
• Quick write
• Write/answer questions
• Graphic Organizers
• Homework with writing
• Draw-Label-Write
During
Instruction
• Write-Pair-Share
• List-Group-Label
• What-Why-How
• Focused Write
• Note-taking
• Write/answer questions
• Graphic Organizers
Student Self-Assessment
1. Review your group’s list and ADD any learning
to write & writing to learn strategies which
could be used for student self-assessment that
you might have missed.
2. Put a “*” next to the ideas on the list that
already have established criteria or a rubric.
Reflection
Before
During
What are two or three additional ideas for students to do selfassessments in my class?
Define self-assessment.
How do I currently have students assess their own learning?
During
How confident am I in teaching students how to do a selfassessment?
“I do”
“We do”
“You do”
Do I have criteria/rubric for each self-assessment idea? Can I
develop the criteria/rubric? Can my students help develop the
criteria/rubric?
After
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed
on the back of this sheet?
“I do”
1
Direct
Instruction
1
Confident in
each stage
Group and Partner
Practice
2
3
4
Independent
practice
5
Not confident
in each stage
Confident in
each stage
“We do”
2
3
“You do”
4
5
Not confident
in each stage
Planning for Student Self-Assessment
You have…
• Developed a list of ways for students to
self-assess.
• Established if you have the criteria/rubric.
Next step…
• How will you teach students to self-assess?
Criteria
Instruction
Practice
Evidence
Teaching Students to Self-Assess
Graduated Release of Responsibility
Best way…
“I do”
“We do”
Direct
Instruction
Group and Partner
Guided Practice
“You do”
Independent
practice
Reflection
Before
During
What are two or three additional ideas for students to do selfassessments in my class?
Define self-assessment.
How do I currently have students assess their own learning?
During
How confident am I in teaching students how to do a selfassessment?
“I do”
“We do”
“You do”
Do I have criteria/rubric for each self-assessment idea? Can I
develop the criteria/rubric? Can my students help develop the
criteria/rubric?
After
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed
on the back of this sheet?
“I do”
1
Direct
Instruction
1
Confident in
each stage
Group and Partner
Practice
2
3
4
Independent
practice
5
Not confident
in each stage
Confident in
each stage
“We do”
2
3
“You do”
4
5
Not confident
in each stage
GRR & Student Self Assessment
Choose three vocabulary words from today’s lesson. Write a
definition for each word.
Choose one vocabulary word (from the three you defined) and
list two synonyms for it.
Write a complete sentence using your chosen vocabulary word.
Rubric: 3-2-1 Vocabulary Example
Meets (3)
Approaches (2)
Below (1)
 Three vocabulary words
are defined correctly.
 Two vocabulary words
are defined correctly.
 One vocabulary word is
defined correctly.
 Two synonyms are listed
for one vocabulary word.
 One synonym is listed for
one vocabulary word.
 No synonyms are listed.
 One vocabulary word is
used correctly in a
complete sentence.
 One vocabulary word is
used correctly in a
sentence. Sentence is
incomplete.
 Vocabulary word is used
incorrectly in a sentence.
Sentence is complete or
incomplete.
GRR & Student Self Assessment
“I do”
Teacher
• Initiates
• Demonstrates (Elmo)
• Models
• Explains
• Thinks aloud
• Shows “how to do it”
Students
• Listens
• Observes
• May participate on a
limited basis
Direct Instruction
“We do”
Teacher
• Demonstrates
• Leads
• Suggests
• Explains
• Responds
• Acknowledges
Students
• Listen
• Actively contribute
• Respond
• Question
• Collaborate
• Tries out
Group and Partner
Guided Practice
“You do”
Students
• Applies learning
• Takes charge
• Practice
• Problem solve
• Approximate
• Self-correct
Teacher
• Validates
• Teaches as needed
• Evaluates
• Observes
• Encourages
• Clarifies
• Confirms
Independent practice
Example: GRR & Student Self-Assessment
Teacher
“I do”
Students
Direct Instruction (Model & Demonstrate):
You do it
together.
We do it.
Review 3-2-1 prompt and rubric. Place a completed 3-2-1 on the Elmo. Model
and think aloud as you assess each step of a completed 3-2-1 using the rubric
(repeat for 2-3 examples of varying quality)
Teacher
“We do”
Guided Group Practice:
Place a completed 3-2-1 on the Elmo. Ask students to assess the sample. As a
whole group, invite students to raise their hand on how they scored. Ask why they
gave the score they did. Decide as a class what the score should be. Repeat.
Guided Partner Practice:
Place a completed 3-2-1 on the Elmo. Ask students to assess the sample alone.
Assign pairs and ask pairs to reach agreement on the scoring. Walk around and
check student’s “alone” and “pair” assessments. Review as a whole class, discuss
scoring and reach consensus. Repeat with additional samples as needed. Have
students assess their own completed 3-2-1 and trade with peer. Reach consensus
if needed. Repeat as needed.
Students
“You do”
Independent practice:
Ask students to access their own completed 3-2-1 with the rubric. Monitor. Invite
students to reflect on what they need to learn, set a goal, and/or describe
progress towards an existing goal.
Students listen, ask questions, look at their
copy of the rubric.
Students
Actively participate in assessing the sample
alone and with whole class, respond to
questions, offer opinions and reasons for
scoring.
Actively participate in assessing the sample
alone and in pairs, clarify information with
peer, respond to questions, offer opinions
and reasons for scoring.
Teacher
Observe, clarify, provide feedback, validate,
encourage, confirm, teach as needed.
Teaching Students to Self-Assess
What work will students self-assess?
Science Lesson – 3-2-1
What rubric will students use to self-assess?
3-2-1 Vocabulary Rubric
What evidence will I use to demonstrate students
are engaging in self-assessment?
Completed 3-2-1 and score
One sentence reflection
Writing Your Own Self-Assessment Plan
Content Area – Same Group
Write one plan you might use to teach
students to effectively engage in selfassessment using the GRR model.
Be prepared to share the plan
for your group.
Student Self-Assessment: Plan
Students
Teacher
Teacher
Independent practice
“You do”
Group and Partner Guided Practice
“We do”
Direct Instruction
“I do”
Teacher
Students
Students
What evidence will I use to demonstrate students are engaging in self-assessment? ______
__________________________________________________________________________
What rubric will students use to self-assess? _____________________________________
What work with students self-assess? ___________________________________________
We do it.
You do it together.
Reflection
Before
During
What are two or three additional ideas for students to do selfassessments in my class?
Define self-assessment.
How do I currently have students assess their own learning?
During
How confident am I in teaching students how to do a selfassessment?
“I do”
“We do”
“You do”
Do I have criteria/rubric for each self-assessment idea? Can I
develop the criteria/rubric? Can my students help develop the
criteria/rubric?
After
How confident am I in teaching my students to self-assess
using the “I do,” “We do,” and “You do” plan I developed
on the back of this sheet?
“I do”
1
Explicit
Instruction
1
Confident in
each stage
Group and Partner
Practice
2
3
4
Independent
practice
5
Not confident
in each stage
Confident in
each stage
“We do”
2
3
“You do”
4
5
Not confident
in each stage
Aloha
See you January 21-24 & 27 for Articulation.
Please bring your self-assessment plan.
Don’t forget we are here to support you!
Let us know how we can help.
Teaching Students to Self-Assess
Second Example