Use portfolios and records of conferences to validate a student's mark when reporting to parents. The portfolio provides samples of the quality of student work and their own and peers' ratings. Together with the teacher's assessment and observational notes these become a cohesive collection tracking student progress. There should be no surprises!
In this assessment, either each member of the group or the group as a whole provide an assessment of their effort in the assigned task. A list of descriptors can be provided and marks or a rating scale can be provided for the assessment.
At times, where a project has been the task, each member of the group may provide a rating for other group members. If presentations involve all members of the class, peer assessments of each presentation may be done.
| Templates for Conferencing & Interviewing, Self Assessment, Parent & Student Assessment and Peer Assessment of a Group. |  |
These can be part of contracts, station work, and include some peer and self-assessments.
Usually materials are provided for an activity and the student must go through a series of steps to complete the task. The student may then record the steps taken and result, or orally tell what he/she did and the resulting conclusion. Besides the visible product if one is required, the process of completing the task, and the written or oral response become part of the assessment. This may be rated on a numerical or a poor-to-excellent rating scale.
| Preformance Station Topic |
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| Heat #1 |
| Heat #2 |
| Matter #1 |
| Matter #2 |
| Plants #1 |
| Plants #2 |
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One of the easiest, quickest, and most effective ways for primary children to begin doing self-assessment is to have them at the end of an activity or task, give a thumbs up, thumbs sideways, or thumbs down indication of their own performance. Within a couple of minutes, all the good things that occurred, the things that may not have gone so well, and how things might be changed for the next time can be shared by the class.
This assessment is possible whether the tasks were individual, paired, or in a small group. It can also be used with older students to self evaluate specific skills and to generate solutions as required.
A happy face self-assessment can be used periodically at the conclusion of group tasks. It tends to provide an evaluation of process.
Students must rate their own performance on such things as:
Forms are used to ask the student to evaluate the resulting product and learning which occurred. Each of the areas can be assigned different weight depending on the objectives and type of task. Some descriptors might include:
| Forms for Student Self Assessment and For Teacher Assessment of Tasks |
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Create a grid on 11.5 x 17 size paper to handle the class size; for
example,