Tagged: assessment tasks

The 4×2 of Student Self-Reflection

The story self-reflection within the context of my own career is a good news/bad news story. First, the good news. While there is much I’m not proud of when I reflect on the early part of my career – especially from an assessment and grading perspective (e.g. zeros, no reassessment) – the one thing I did do is have my students engage in some self-reflection.

The bad news? Well, I didn’t engage my students in self-reflection very often and when I did, it was awful; I didn’t know what I was doing, there was no structure to it, and it, more often than not, ended up being a waste of time.

Self-reflection is essential to the development of our students’ metacognitive awareness that allows them to plan, monitor, and assess their learning and themselves, as learners (Clark, 2012; Jones, 2007). Metacognition entails both the knowledge and regulation of one’s cognition (Pintrich, 2002). Through the processes of self-judgment and self-reaction (Zimmerman, 2011), self-reflection plays an essential role in the cyclical process of metacognitive awareness before, during, and after the learning. Read more

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Simply Deep: Designing Authentic Assessments that are Meaningful and Relevant

“Being able to recall scientific concepts, identify historical events, or memorize mathematics facts and algorithms, while acutely impressive, is no longer sufficient to prepare students for the challenging world they will face. Identifying characters, theme, and symbolism used to be the focus of education, and it was enough. In the past, learners would occasionally have opportunities to collaborate, communicate, critically think, and creatively problem solve, but that was the means, not the end. Read more