Assessment strategies provide a picture of student's strengths & areas for growth. Start your year off right by measuring student progress!

Move it, show it, mark it, and voice it!

In this post, you will find 27 Formative Assessment Tools for Your Classroom! Formative assessment is such an essential part of the learning process and student success, and many digital tools can help support this process.This list has a wide variety of features and options to help you solidify your formative assessment strategies! Many of the tools below are great for both formative and summative assessments.

Whether they're completed on a piece of paper, a tablet, or a whiteboard, exit tickets are a powerful tool to use in your classroom. Exit tickets are formative assessments that provide a quick snapshot about your students' learning and understanding of a topic faster than any other tool in the classroom.

What is the difference between Assessment and Evaluation? Assessment tests how learning is going whereas evaluation tests what has been learned. Assessment

Get fun formative assessment examples and ideas that are perfect for elementary school teachers. Each has been teacher-tested and approved.

How do you typically measure learning? Check out the infographic for ideas on how to mix and match assessment techniques for your next training program.

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming from the knowledge of why a child misbehaves are extremely useful in addressing a wide range of issues. The “functions” of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate. For example, getting good grades and engaging in problematic behavior may serve the same function (e.g., to get attention), but the behaviors that lead to good grades are judged to be more appropriate than those that make up acting-out behavior. As an example, if the IEP team determines through an FBA that a child is seeking attention by misbehaving, they can develop a plan to teach the child more appropriate ways to gain attention, thus fulfilling the child's need for attention with an alternative behavior that serves the same function as the inappropriate behavior. By incorporating an FBA into the IEP process, team members can develop a plan that teaches “replacement behaviors” that serve the same function as the difficult behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Before an FBA can be implemented, it is necessary to identify the behavior that is causing problems, and to define that behavior in concrete terms that are easy to communicate and simple to measure and record. If descriptions of behaviors are vague (e.g., child has a “bad attitude”), it is difficult to determine appropriate interventions. It will be necessary to observe the child's behavior in different settings and during different types of activities, and to conduct interviews with parents and teachers in order to identify the specific traits of the behavior. Once the difficult behavior has been defined concretely, the IEP team can begin to devise a plan for conducting an FBA to determine the functions of the behavior. Since difficult behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. The IEP team should assess what the "pay-off" for engaging in problem behavior is, or what the child escapes/avoids/gets by engaging in the problem behavior. This assessment will enable the team to identify workable techniques for developing and conducting an FBA and developing behavior interventions. When carrying out these tasks, the IEP team should find answers to a few critical questions. Addressing these questions will assist the team in determining the necessary components of the assessment plan, and will lead to more effective behavior intervention plans. Questions to ask include the following: Are there any settings where the problem behavior does not occur? Does the child find any value in engaging in appropriate behavior? Does the child have the skills necessary to perform expected behaviors? Does the child realize that he is engaging in unacceptable behavior, or has that behavior simply become a "habit"? Does the child understand the behavioral expectations for the situation? In what settings is the problem behavior observed? Is it possible that the child is uncertain about the appropriateness of the behavior? Is it within the child's power to control the behavior, or does she need support? Is the behavior problem associated with certain social or environmental conditions? Is the child attempting to avoid a demanding task? Is there a more acceptable behavior that might replace this behavior? Is there evidence to suggest that the child does not know how to perform the skill – and therefore can’t? What activities or interactions take place just prior to the behavior? What current rules, routines, or expectations does the child consider irrelevant? What usually happens immediately after the behavior? Who is present when the behavior occurs? Interviews with the child may be useful in identifying how he perceived the situation and what caused him to act in the way he did. Questionnaires, motivational scales, and checklists can also be used to structure indirect assessments of behavior. For example: 1. Hypothesis statement— Drawing on information that emerges from the analysis, school staff can establish a “working hypothesis” regarding the function of the behaviors in question. This hypothesis predicts the general conditions under which the behavior is most - and least - likely to occur, as well as the likely consequences that serve to maintain it. 2. Direct assessment— Direct assessment involves observing and recording situational factors surrounding a difficult behavior (e.g., antecedent and consequent events). A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent- Behavior- Consequence (ABC) approach. 3. Data analysis— Once the IEP team is satisfied that enough data have been collected, they should compare and analyze the data. This analysis will help the team to determine whether or not there are any patterns associated with the behavior. If patterns can’t be determined, the team should revise the FBA to identify other methods for assessing behavior. After collecting data on a child's behavior, and after developing a hypothesis of the function of that behavior, the IEP team should develop the child's behavior intervention plan. It is helpful to use the data collected during the FBA to develop the plan and to determine the discrepancy between the youngster's actual and expected behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Intervention plans emphasizing the skills that AS and HFA children need in order to behave in a more appropriate manner will be more effective than plans that simply serve to control behavior. Interventions based upon “control” often fail to generalize (i.e., fail to continue to be used for long periods of time, in many settings, and in a variety of situations). Control measures usually only serve to suppress behavior, resulting in the youngster meeting unaddressed needs in alternative, inappropriate ways. It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one designed to measure changes in behavior one designed to monitor the accuracy with which the plan is implemented In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention. To be meaningful, plans need to be reviewed at least annually and revised as needed. However, the plan may be reviewed and re-evaluated whenever any member of the youngster's IEP team feels that a review is necessary. Circumstances that may warrant a review include the following: It is clear that the original behavior intervention plan is not bringing about positive changes in the child's behavior. The situation has changed, and the behavioral interventions no longer address the current needs of the child. The youngster has reached his behavioral goals and objectives, and new goals and objectives need to be established. The IEP team makes a change in placement. If done correctly, the net result of an FBA is that school personnel are better able to provide an educational environment that addresses the special learning needs of the AS/HFA child. CLICK HERE for an example of a completed Functional Behavioral Assessment (FBA) form… CLICK HERE for a blank FBA and Behavior Intervention Plan (BIP) form… More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

I've been reading the book, Mindsets in the Classroom by Mary Cay Ricci, and just finished chapter 3. It was a real eye-opener. Through all of my years of teaching, I thought I was differentiating by planning and implementing reteaching and enrichment lessons and activities as my class worked through a unit. But in this chapter, I learned how important it is to start the differentiation before the unit even begins! This process begins with the preassessment. So much valuable information can be gathered before you begin teaching a unit. The purpose of the preassessment is to find how much students understand the content before you plan and teach the unit. Do they have a complete understanding of the content? Then they will need enrichment and/or accelerated activities. Do they have a partial understanding of the content? Then you need to make note of the gaps in their learning so you can plan accordingly. Checklists are a great way to keep track of the objectives and student mastery. From this checklist, you will also see students that need to be grouped for instruction. Keep in mind that this grouping will change as students master the objectives. Another insight I gained from this chapter is the different types of assessments used in a classroom. I put together this graphic to sum up the three types of assessment you should be using in your classroom. Click on the image to download the pdf version. You can also download this free packet with three quick and easy formative assessments you can use

Test outside the box.

There are so many types of assessment to use with arts integration and STEAM. Here's a guide with ideas and practical assessment strategies to try.

Sometimes it feels crazy overwhelming to keep assessing students and know exactly what they do/don’t understand. That’s where these quick and easy formative assessment ideas comes in! M…

I've been asked to share my assessments and those that I use. Assessments are snapshots of a child's current ability to perform a certain skill. This can show normal development, regression or advancement in the different areas. It can also identify areas of concern or where additional support may be needed. Providers see children for many hours every day, can compare them to current and former students, and see them in a variety of motor, cognitive and emotional/social situations. Often providers are the first to notice a potential developmental issue. Assessments give an additional, unbiased, tool in determining developmental growth. Parents are often resistant to being told that there may be something wrong with their child, even if they feel in their gut that this is true. Please seek assistance in presenting concerns to them, and do so delicately and factually, without opinion or unprofessional diagnosis. If not trained, then please do not rely on any informal assessment as an indicator of developmental concern. If you feel there is some indication that a child is delayed, then please provide the parents specific things you have observed and assessment results, and encourage them to ask their pediatrician and/or to take their child for professional assessment. In the United States, developmental screenings are free through the school districts and if concerns are found, resources are made available for professional interventions. These are the types of assessments I utilize and have included below: Developmental Profiles ASQ Journal Assessment Preschool Skill Assessment Reading Assessments Multiple Intelligence Assessment Giftedness Assessment Autism Assessment ADD/ADHD Learning Styles Assessment Personality Assessment Since my formal education is in Human Resources, I have master's level classes behind me in creating, implementing and utilizing assessments. I'm sure that's why I have always used them since doing care. It was just something I KNEW to do. HOWEVER, please keep in mind that every child is different, develops at a different rate, and has personality traits that drastically impact each one's progress. Additionally, children often take two steps forward, one step back, a cha-cha to the left, and a polka to the right as they meander or zip or leap along the path of development. That path, though, is linear. All children follow a very prescribed path of development. Only their steps along it vary. Note as well, that a child's brain focuses on EITHER motor skills or language skills at any given time, and not both at once. For most children, it switches between the two skill sets regularly, so that their motor and language skills stay in relative sinc as they mature. Some children, though, may be so focused on one or the other that they become exceptional at motor skills and seem delayed in language, OR they become exceptional in language and seem delayed in motor skills. When the brain is focusing on one area or the other, a child may seem to LOSE some of the other set of skills. For instance, they can stop speaking as well or as often when learning a new motor skill. Or, they can seem to become clumsy as they focus on new language skills. This is normal. As long as a child is noticeably progressing in one area or the other, there is usually no reason for concern in the pre-school years. DEVELOPMENTAL PROFILES Developmental profiles specify the type of development that is usually observed in an average child at a specific age in the areas of motor, cognitive, language and social/emotional growth. As I said, development is linear. Children normally progress at a very steady pace along the developmental path. That progress can be assessed through developmental profiles/checklists. Mine are set up for 3 month, 6 month, 9 month and 1, 2, 3, 4, 5, 6 and 7 year evaluations. Since mine are a compilation taken directly from three texts, I can not publish them. However, there are others out there available for your use. While mine are much more in-depth than this one from Syracuse University, I think it is a WONDERFUL one for providers to use, especially since it is based in part upon ASQ and is relatively short and easy to complete. If you would like to explore the subject more, and create more in-depth assessments like mine, this is the book that I own and would HIGHLY recommend. It is pricey, but you may be able to get your local library to purchase it for you to borrow. Since this was a text book I had when I went back for some Early Childhood Education college credits, it's simply just what I have always used. I felt it was important that I make my own developmental assessments that went farther than age 5, since my students have historically had skills FAR beyond what was covered in a normal checklist. Hence the need for me to have profiles up to age 7. My current pre-k students are 4-5 years old and are working at a 2nd grade level. I've been able to track that advanced progress since they arrived as babies, noting skills they may be accomplishing one to two years ahead. For instance, little Miss H just turned 3, but has been swinging independently on a swing for over 6 months. That is a developmental checklist item for age 5. By having all the developmental profiles/checklists, I can mark off that skill and the date at which I first observed it and the date when I viewed it as mastered. 16 Gestures by 16 Months "Research with young children indicates that the development of gestures from 9 to 16 months predicts language ability two years later, which is significant because preschool language skills predict academic success. Find out what gestures children should be learning each month from 9 to 16 months. By 16 months, children should use at least 16 gestures." 9 months: give, shake head 10 months: reach, raise arms 11 months: show, wave 12 months: open-hand point, tap 13 months: clap, blow a kiss 14 months: index finger point, "shhh" gesture 15 months: head nod, thumbs up, hand up 16 months: other symbolic gestures like high 5, fist bump, etc. https://www.readingrockets.org/article/baby-and-toddler-milestones-16-gestures-16-months ASQ Unlike the developmental profiles/checklists that you can use at any time and track progression over the years, the Ages & Stages Questionnaires are very simple, accurate professional assessment tools conducted at very specific ages. ASQ certification is being offered to child care providers through a very short training session. This is one of the assessments most often performed through the school districts and is offered by some pediatricians. Even if you aren't trained, this one is pretty idiot-proof, and this link has them all, 2 months through 5 years, broken down by 2 month intervals through age 2 and pacing farther out through age 5. It also includes a listing of intervention activities. It's a good one for the parents as well. Some states mandate that the ASQ be conducted by child care professionals on the children in their care. I can see this being expanded to other states. JOURNAL ASSESSMENTS Scheduled journaling provides a snapshot of a child's fine motor and cognitive advancement. We journal every Monday starting as soon as they can hold a crayon and not eat all of it. They draw a picture and when done, I ask them to tell me about it and journal their response at the bottom. Above my desk I keep these two assessment matrices for reference. From HeidiSongs: From Susan Donley: This topic was covered thoroughly in my writing post, so you can get more information there. For assessment purposes, though, I am looking for leaps in development as they start including in their drawings lines, circles, shapes, letters, recognizable figures, recognizable scenery, signage, notes, etc. and assessing whether their progress is in line with development for their age. PRESCHOOL ASSESSMENTS My initial preschool assessment was based upon the first one my son had received from kindergarten. Since my goal was to have my students kindergarten ready when they graduated pre-k, I felt that was a good starting point. Since then, it has been DRASTICALLY overhauled, since I teach a lot of skills that were not on it. Even now, I am tweaking it to add even more skills that these children are accomplishing that previous students have not. It is always a work in progress. The Progress Report, cutting assessment sheets, and all master assessment sheets are available for FREE via my TPT Store. On the back side, I have the children draw a self portrait and write their names. On the side, I note the physical features they point out. The goal is to have a self-portrait with at least 5 identifiable features before kindergarten. At the bottom, I have room to make notes. I also do 2 cutting assessments. The second one, is a cut and paste activity. On this one, in addition to the cutting, I am assessing their placement choice in how they utilize the space given on the assessment sheet. To do these preschool assessments, I have master assessment sheets that I have in a binder, such as this one for identification of numbers 1-20. We do these over several days, and I always ask if they WANT to do them and let them choose which area they want to do. Between subjects, I ask if they wish to continue. I make it pretty fun, and they like to show off what they know. If they get them all correct for two assessments in a row, I consider the item mastered and will not assess it again. On the Progress Report form is a place for how many of the 120 graphemes the child knows I did not include a list. If you know what it is, then you probably don't need one, and if you don't, then you probably need to read up on it some. Debbie Hepplewhite has a good listing of the 44 phenomes and 120 graphemes to reference. Most of these are covered in the Now I'm Reading! series that we use. She also has some wonderful teaching resources at her website Phonics International. Additional information is included with the file. It is a Word file, so you will need that program to open. READING ASSESSMENTS I use the emergent reading program I Can Read! by Nora Gaydos and am aware of where the children are at any given time while doing this program. Once completed, they move on to more advanced readers. While Grade Level Equivalent and Lexile scores of the books they read can give some indication of a child's reading level, often at the preschool level they simply prefer books with more pictures, or books of a certain genre, or to not push themselves. So, their actual reading level can be masked. The reading program All About Reading just happens to have FREE reading assessments for each of their levels, pre-reader through level 4. I just tested one of my pre-k students by having her read all of the bold words and phrases in a particular assessment and checking the other criteria against what I have observed her knowing. It was a very good tool. The assessments are about half way down the page. Sonlight curriculum also has a good reading assessment. It is a single assessment that builds in complexity until the child reveals their level. There are two reading assessments available on A2Zhomeschooling.com. One is the San Diego Quick Reading Assessment Test. These tests are simple read throughs until the child gets stuck, and that shows their level. KINDERGARTEN READINESS ASSESSMENT If you are simply wondering if a child has all the components in place to be successful in kindergarten, there are many checklists available for this assessment. This one from Education.com seems to be pretty inclusive. Just Google "kindergarten readiness checklist" for a ton more options. MULTIPLE INTELLIGENCE ASSESSMENT All children have different strengths and weaknesses. Laura Candler has a FREE multiple intelligences assessment available at her TPT store. I used this on my son and it was nice to have my suspicions confirmed. It's easy to use. Mrs. Hugh's Place also has several downloadable pdf files on multiple intelligence. GIFTEDNESS ASSESSMENT It is often not possible to assess for giftedness in the preschool years and most school districts will not do so until at least half way through first grade. Usually giftedness shows itself through speaking and reading at a very young age in comparison to the norm. However, this chart gives some other good indicators as to whether a child may be gifted. Here's an on-line quiz that asks questions about 2 year-olds to determine potential giftedness. There is also a post on this site where I discuss the differences I see in normal vs. advanced vs. gifted preschoolers. AUTISM ASSESSMENT Early signs of autism can often be detected in infants as young as 6-18 months. For example, if a baby fixates on objects or does not respond to people, he or she may be exhibiting early signs of an autism spectrum disorder. Older babies and toddlers may fail to respond to their names, avoid eye contact, lack joint attention (sharing an experience of observing an object or event by gazing or pointing), or engage in repetitive movements such as rocking or arm flapping. They may play with toys in unusual ways, like lining them up or focusing on parts of toys rather than the whole. - Autism Science Foundation An early assessment tool that can be used as early as 6 months is the head lag assessment. The link includes information and a video of how it is done. While this is not at all something that I would discuss with parents or use as a basis to form a strong opinion, in doing this at 6 months, I can see if there is an issue with motor control, work with that, and if it doesn't correct, then I keep in the back of my mind that this could be a potential issue. Many providers wonder if a child is showing signs of potentially having autism. Again, most parents do NOT want to hear that there may be something wrong with their child. This is more to make sure that YOU are possibly on the right track and can begin to make note to the parents of specific, observable behavior that may indicate an issue. This is the full FREE Modified Checklist for Autism in Toddlers. ADD/ADHD ASSESSMENT This is a fairly comprehensive questionnaire, by Dr. Amen on his site Soul Healers, that determines the 7 types of ADD/ADHD a person can have. The questions are relevant for children to adults. LEARNING STYLE ASSESSMENT While I try to incorporate ALL learning styles into my teaching, if I feel that I'm just not reaching a particular student, I will do a learning style assessment to ensure that my methods are appropriate for that child, or if I need to tweak my teaching to better address that particular child's learning. This one is from Scholastic for ages 3-5 years old. PERSONALITY ASSESSMENT I LOVE this Harkey-Jourgensen Early Childhood Temperament Sorter for ages 4-8 personality assessment by Parenting by Temperament. I think every time I've done it, it has come out spot on for the child. It uses the same types as the Myer's Briggs Personality Type that is usually given in corporations. It just gives an additional insight into a child's temperament and the website is excellent for guiding you when your personality may not be the best match for the child in your care, and how to handle issues that may arise. It is also good for parents who may have a personality type drastically different from their child. They can see that their child is different, not JUST acting up. There is also a teen and adult version, also FREE. RESOURCES: Phonological Awareness has games to teach specific sounds. Reading Rockets has excellent information on how to read so children will learn. The Child Whisperer 4 personality types of children. Tags: reading, assessment, preschool assessment, infant assessment, toddler assessment, infant, toddler, parenting, child care, preschool, pre-k, daycare, developmental assessment, teaching, why is my toddler, is my toddler,

Teachers, engage your students with these fifteen exit tickets, some of which can be customized. Each exit ticket includes space for the student’s name, date, period/subject, and response. Printable with four on a page. These exit tickets are ready to be used by students, parents, or any school stakeholders.

Sometimes it feels crazy overwhelming to keep assessing students and know exactly what they do/don’t understand. That’s where these quick and easy formative assessment ideas comes in! M…

Assessing a student’s learning is an integral part of teaching. An assessment aims to measure what your students have learned or will be learning in the future.

For too many art teachers, assessment remains a difficult concept. It’s tough to know what’s going to work, how it can be implemented, and how it can be incorporated to actually help improve teaching. In this episode, Tim takes on some of these concerns and shares his ideas on making assessment valuable. Heather Crocket, the […]

How are successful schools using data to improve state test scores? In this post, I describe how interim assessments can be used to assess student mastery of skills, to drive instruction, and to predict student performance on state assessments.

Picture this. You're in the middle of a lesson on fractions. On the surface, it seems like your students are engaged and understanding the concept. However, when you pass out the independent assignment, you find a sea of confused faces staring back at you. Sounds familiar, doesn't it? This scenario was a common occurrence in my classroom, but I stumbled upon a solution: formative assessment for elementary students.

These exit ticket ideas to help students reflect on learning are a great formative assessment to help with the learning process and ensure that students understand the learning material. Teachers can use these exit slips as an informal assessment when they have students respond to the prompt. Stude

For too many art teachers, assessment remains a difficult concept. It’s tough to know what’s going to work, how it can be implemented, and how it can be incorporated to actually help improve teaching. In this episode, Tim takes on some of these concerns and shares his ideas on making assessment valuable. Heather Crocket, the […]

When I wrote the original post about Changing Students Thinking About Math, I never realized the feedback that I would get. Not only did I receive comments but also had emails and people asking me questions on my Facebook Fan Page. Wow, I hit a topic that people wanted more info about! I decided to ... Read more

We've all used exit tickets in our classroom for informal assessment, but sometimes it can become boring. Read this post to get exit ticket ideas on how you can engage students with exit slips and still assess your students!

February 22, 2015 Here is another wonderful resource shared today by Edutopia titled “53 Ways to Check for Understanding”. This 2 pages PDF features a host of useful strategies to use for formative assessment in class. Formative assessment, as we have agreed elsewhere, is assessment for learning which is completely different from summative assessment, which is assessment of learning. The insights gained from formative assessments are usually used to decide on the next instructional steps and also inform teachers as to the additional opportunities needed to ensure students' success. Examples of formative assessment include: assigning projects and performances, giving writing assignments, and asking questions. Relevant: A Handy Chart Featuring The Difference between Formative and Summative Assessment Edutopia’s document that contains over 50 strategies to check for students understanding is available for free download from this link. Follow us on : Twitter, Facebook , Google plus, Pinterest . This post originally appeared in Educational Technology and Mobile Learning ( www.educatorstechnology.com ).

Give assessment with exit tickets a try in your next lesson and see how they work for you and your students with these easy ideas!

It took Stephanie Farley 21 years to solve the student self-assessment equation. The answer? Teach students to explain their thinking as they revise and improve.

Every day of learning can make a huge impact on a student's life. It's getting them to see this truth that is difficult. Enter authentic assessments!

Click on the picture for free download from TpT. I've been thinking a lot about formative assessments lately. Formative assessments are all about gathering information from your students - during instruction - in order to inform your teaching. The most obvious place to gather that information is from student work (click HERE to see a post about that), and it can be a lot of fun. Another place to gather information is also from your students. But now you have to get inside their brains, and find out how they assess their own learning. How in the world are we supposed to do this? And why is it important? Let's tackle the importance question first. Studies show that students who are partners in their own assessment show increased engagement in all subject areas, and are more likely to become life-long learners. Also, students who are taught to analyze their own learning show increased motivation to learn. Well, that's enough to convince me. It just makes sense, and I think we can agree that this is important. So the next question is, how do we do this? Here's the bad news. Most students don't walk into your classroom knowing how to assess themselves. In fact, many adults have trouble with metacognition. Here's the good news. Metacognition can be explicitly taught. In fact, every teacher I know is already doing this (though perhaps we are not always aware of the fact that we are teaching metacognition. haha). We model reading strategies such as activating prior knowledge, summarizing, finding the meaning of a word through context, and stopping and rereading, just to name a few. Click on picture to see Pin. Here's another great Pinterest idea. If you have not invested in a tap light, it is fabulous for modeling reading strategies! Just tap the light on when you stop reading to model what you are thinking. Run to Walmart and get one. You won't be sorry. The only downside is that students will remind you to use it every time you interrupt your read aloud. So if the phone rings in the middle of the book, be prepared for 26 voices to yell, "Turn on the light first!" when you go to pick up the phone. When it comes to math, those of us teaching the Common Core State Standards are modeling the 8 Math Practice Standards (see that post, HERE). These practices are vital to teaching students to monitor their own mathematical thinking. We model ourselves not giving up, even when something is difficult to master (MP1), or looking for a shortcut (MP8), etc. (I have to share this... the other day, one of my students was struggling with a math concept. I asked him if he could find a shortcut to use. He looked up at me and said, "I'm going to use the long cut, because I really want to learn this.") So what about metacognition as it relates to self assessment? Well, we have to model that, too. And here is where it gets fun. We get to model for our students that we make mistakes. All. The. Time. Then we walk them through the thought processes involved in fixing the mistakes. I want my students to see mistakes as something positive - as the poster says, mistakes are proof that you are trying! Here are some ideas: Model mispronouncing a word, catching yourself, and then correcting it. Make a mistake on a math problem. Model how to find the correct answer. Revise something. Decide (out loud) in the middle that it is not quite right. Then fix it. Stop in the middle of a sentence and ask, "What am I doing right now? Am I on task? What is my strategy for learning?" © 2011 woodleywonderworks, Flickr | CC-BY | via Wylio In the past I have used the idea of Marzano's levels of understanding for the process of self assessment. I gave each student the "stoplight" colors to keep on their desks (red - I need help, yellow - I'm trying, green - I can do this), but I felt as though I needed more than color coded paper. I've also used the number system (A student who holds up one finger needs help, and so on), but I wanted to use them together, with the addition of light bulbs to signify learning. I checked on Teachers Pay Teachers, and there are many excellent versions, but nothing quite matched the picture in my mind. So I made my own. (So here you can see my own version of self assessment posters, a rubric, and cards for students to keep in/on their desks. There's also a notebook page. Click on the picture to take you to my TpT store and see for yourself, if you like.) This process of going from 'not knowing' to 'trying' to 'understanding' to 'explaining' also has to be modeled for students. Here are some ideas: Model those mistakes, and why they are a good thing. Model that it's okay to ask for help. Model that everyone is different, and some people need more practice than others. (I use drawing for this one, because I'm terrible at it, but I still try. And I need lots of practice!) Model that being on #1 is not a bad thing. It just means that you haven't learned something yet. (I use the Spanish language for this example. Sometimes I don't even want to try, because I know I will make mistakes. About half of my third graders are bilingual, and when I mispronounce something, they let me know!) Model the difference between explaining how to do something and simply giving the answer. Thank you for reading along as I think about my thinking (and teaching). I truly believe that writing this blog is helping me to become a better teacher. I'm sure that most of you are light years beyond me in this journey, and I'm humbled by the fact that you choose to read my meanderings. I hope you can use the free posters at the beginning of this post, and I hope you will come back again to read some more. Next time, I'll show you my new KWL charts. And KWHL charts, too. Happy Self Assessment and Metacognition,

The DISC Assessment for improving employee hiring, coaching, communications and leadership skills.

In the history of education, assessment has always played a vital role in determining student achievement. While the advantages of gauging achievement are strongly pronounced, there are still plen…

A free, visual self assessment rubric to help students communicate understanding.

Sometimes it feels crazy overwhelming to keep assessing students and know exactly what they do/don’t understand. That’s where these quick and easy formative assessment ideas comes in! M…

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There are so many types of assessment to use with arts integration and STEAM. Here's a guide with ideas and practical assessment strategies to try.