This document discusses strategies for using rubrics to facilitate student self-assessment and self-reflection. It explains the importance of formative assessment and strategies 4 and 7, which involve teaching students to self-assess and engage in self-reflection. Four strategies for using rubrics are presented: 1) justifying quality levels with highlighting, 2) matching work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment. Examples and steps for implementing each strategy are provided. The document concludes with reviewing the session objectives and references.

1. Using Rubrics for Student
Self-Assessment and SelfReflection
How to use Strategies 4 and 7

2. Session Objectives
By the end of this session, I will be able to:
 Explain the importance and purpose of
Strategies 4 & 7
 Explain 4 Strategies for using Rubrics &
Checklists to facilitate student self-assessment or
self-reflection
 Adjust a rubric, checklist, or rating scale to easily
facilitate student self-assessment or self-reflection
 Generate and share ideas for applying these 4
Strategies to my classroom

3. Agenda
I.
Formative Assessment
 It’s Place in the PLC Cycle
 The 3 Questions & the 7 Strategies
 Importance & Purpose of Strategies 4 & 7
II.
4 Strategies for Using Rubric to Facilitate SelfAssessment or Self –Reflection
 Purpose
 Steps involved
 Instructional Example
III. Apply & Share
 Table Activity

5. The PLC Cycle &
Formative Assessment

6. STRATEGY 4:
Teach students to self-assess and set goals.
THE COMPONENTS OF A VALID SELF-ASSESSMENT:

Self-assessment:


Students make judgments about what they know,
have learned, or have mastered. The judgment
should be tied to a learning target.
Justification:


Students show evidence in their work as rationale
for their judgments.
Goal Setting:

Students make a plan for continued learning.
Goals should be specific and challenging.

7. STRATEGY 7:
Engage students in self-reflection, and let
them keep track of and share their
learning
THE COMPONENTS OF A SELF-REFLECTION:
 Students
track progress
 Students reflect on their learning
processes and growth
 Students share observations about
achievement or about themselves as
learners

8. Why use self-assessment or selfreflection?
Research Says:
 “Certain
formative assessment
practices increased the achievement of
low-performing students to the point of
approaching that of high-achieving
students.” (Chappuis, p.2)
 “If
applied to performance on recent
international assessments, [the gains]
would move the United States' rank
from the middle of the pack of 42
nations tested to the top five (Black &
Wiliam, 1998b).”

9. Also…The Danielson Rubric
COMPONENT
EXCELLENT
3c. Engaging
Students, throughout the lesson, are
Students in Learning highly intellectually engaged in
significant leaning and make material
contributions to the activities, student
groupings and materials. The lesson is
adapted as necessary to the needs of
individuals, and the structure and
pacing allow for student reflection and
closure.
3d. Using
Assessment in
Instruction
Assessment is used in sophisticated
manner in instruction, through student
involvement in establishing the
assessment criteria, self-assessment
by students, monitoring of progress by
both students and teachers, and high

10. 4 STRATEGIES
for using rubrics & checklists to facilitate
self-assessment or self-reflection
Justifying Your Quality Level with
Highlighting
I.
II. Matching Features of Your Work to Phrases
in a
Rubric
III. Co-Create a Rubric– Part I
Assign Your Work to a Quality Level- Part 2
Where does your work fit? How do you know?
IV. Using a Rating Scale for Self-Assessment -
Part I

11. STRATEGY #1 –
Justifying your quality level with highlighting

12. STRATEGY #1 –
Justifying Your Quality Level
with Highlighting
Steps for Students:
1. Choose a different colored pencil for each criterion
and
underline key words on the rubric.
2. Self-assess your draft one criterion at a time.
For example, for the first criterion, “Ideas and
Content,” students underline key phrases on the
rubric in red, such as “clearly states an opinion.”
3. Turn to your draft and search for evidence of clearly
stating an opinion.
If students find the evidence, they underline it in
red. If not, they make a note to themselves that will
later guide revision.

13. STRATEGY #2 –
Matching features of your work to
phrases in a rubric
Purpose:
Steps for Students:
Encourages
1. Read rubric
students to prove
2. Review your product/work
specific
3. Locate the portion of your
connections
work that exemplifies a
between rubric and
specific phrase used in the
the assignment
rubric
4. Write down the quote (or
evidence) from your work
and the specific rubric
phrase that it captures.

14. # 2- Matching Features of Your
Close Reading Rubric
Work to Phrases in the Rubric
The Scarlet Letter fall 2013
Argument—clear
claim and focused
arguments

Exceptional
-Thoroughly address
the tasks of the essay
prompt
-Thoroughly
developed, intelligent
ideas
Successful
-Complete the tasks
of the topic well
-Shows insight but
usually with less
precision and clarity
than higher-scoring
essays.
-Demonstrates
sufficient examination
of the text
-Explores the literary
devices of the text
but does not fully
push the how/why
that links them with
the central idea.
-Short quotes that are
imbedded but could
be clarified with more
context.
English Example:
Evidence and
Explanation
-Strong evidence
-Significant
understanding of the
passage, its intent,
and the literary
devices the author
employs
-Short quotes
imbedded
successfully.
Style/structure
-Well organized with
strong transitions
-demonstrates
stylistic sophistication
and control over the
elements of effective
writing.
-Sound and logical
organization
-Articulate diction
-Organization does
not advance
argument. Simple
transitions.
-There may be lapses
in correct diction or
sophisticated
language, but the
essay is generally well
written.
Developing
-Complete the task,
but without special
insight
-Lacks depth and
merely states the
obvious
-Writing conveys the
writer’s ideas, but
they are presented
simplistically
-Uneven or
insufficient
understanding of
how/why literary
devices create the
author’s point.
-Often the writer
seems to list
observations without
analyzing its effect –
unsuccessfully
embeds quotes.
-Needs more
transitions
-Ideas are predictable
and the paragraph’s
development is weak.
-Lapses in diction or
syntax

15. Goal Setting

Goal setting engages the students in
the learning process.
 Self-assessment: end with an opportunity
for students to set a goal for future learning.
 Self-reflection: reflect on previous goals and
determine whether or not the goals have
been met.

17. STRATEGY #3 – PART 1
Co-Create a Rubric
Purpose:
Steps for Students:
Some teachers co- 1. Review samples of work that
create a rubric with
range in quality from poor to
their students to
excellent; rank these samples
increase student
according to quality level.
motivation,
2. Collaborate with a small group
autonomy, and
to
ownership of the
identify positive and negative
learning process.
traits
or features of each quality level.
3. Share these features with the
entire class, agree upon a
common set of characteristics
for each quality level (and each

18. STRATEGY #3 – PART 2
Assign Your Work to a Quality Level
Purpose:
Steps for Students:
Some teachers cocreate a rubric with
their students to
increase student
motivation,
autonomy, and
ownership of the
learning process.
4. After completing your product,
determine which quality level your
product exemplifies and justify
your opinion with evidence.

19. STRATEGY #3 – PART 1
Co-Create a Rubric

All groups of students receive the
following four work samples.
• Groups identify the
positive and negative
features of each work
sample.
• The lists are then
shared and collated
 Each group ranks the samples in order
forming the basis of the
of quality level and names each of the 4
rubric.
levels.
• The teacher assists in
finalizing
 Ex: Excellent, Good, Ok, Poor the rubric by
adding parallel

20. TIMEOUT!
What about Rating Scales?
• “A rating scale is a set of categories designed to
elicit information about a quantitative or a qualitative
attribute.”
• “A person selects the number which is considered to
reflect the perceived quality of a product.”
• Students can self-assess their performance by
justifying their rating with evidence.

21. Rating Scale Example

22. TIMEOUT!
What about Checklists?
• “A checklist is a type of informational job aid used to
reduce failure by compensating for potential limits of
human memory and attention. “
• “It helps to ensure consistency and completeness in
carrying out a task.”
• A more advanced checklist lays out tasks to be done
according specific factors.
http://en.wikipedia.org/wiki/Checklist

23. STRATEGY #4 –Part 1
Using a Rating Scale for Self-assessment
Purpose:
Steps for Students:
Rating Scales are an 1. Students rate their own
easy, quick way to
performance using a scale.
engage students in • Ex:
the self-assessment
• In PE students take a
process.
series of fitness tests.
• Students complete the
Fitness Self-Evaluation
Record Card.
• Students assign a rating to
their fitness test scores
according to national
standards.

24. STRATEGY #4 –Part 2
Use a Rubric to Set a Goal,
Establish a Checklist of Criteria, and Reflect
Purpose:
A rubric clearly
communicates
characteristics associated
with each potential quality
level.
Steps for Students:
2. Align your initial
performance to the quality
levels depicted in the rubric.
3. Determine which quality
level you would like to
ultimately achieve and set a
goal.
-It can be used as a
guide
in regard to goal setting. 4. Turn the characteristics in
-It can be turned into a
your desired quality level
checklist to ensure
into a checklist, which will
students are accounting guide your work.
for all criterion.

25. STRATEGY #4 –Part 2
Use a Rubric to Set a Goal,
Establish a Checklist of Criteria, and Reflect
Purpose:
A rubric clearly
communicates
characteristics associated
with each potential quality
level.
Steps for Students:
5. Reflect on your journey
towards your ultimate
performance.
-The reflection can be
part
-It can be used as a
of the project or an
guide
additional component.
in regard to goal setting.
-It can be turned into a
checklist to ensure
students are accounting
for all criterion.

26. STRATEGY #4 –Part 2
PE Example
I want to
achieve
proficiency
.

27. STRATEGY #4 –Part 2
PE Example

The Criterion &
Characteristics of
the Desired
Quality Level are
used to:
◦ 1) set a goal
◦ 2) develop a
checklist of what
must be done to
achieve the goal

28. MODIFYING STRATEGY #4 –Part 2
PE Example

Instead of asking
the student to
write the
checklist, the
teacher created
a template.

To ensure quality,
a model was
provided.

29. Your turn…
1.
2.
3.
4.
5.
Review the example packet.
Review your rubric.
Decide which of the 4 strategies you could
with your students to facilitate selfassessment or self-reflection.
Determine how your will use this strategy
with your rubric.
Share with your implementation idea with
your table group.
• Review the Examples in your folder.
• There are 4 strategies modeled.
• For each strategy, the PURPOSE, STEPS FOR IMPLEMENTATION, and
CLASS EXAMPLES have been provided.

30. Reviewing the Session
Objectives
Can you…
 Explain the importance and purpose of
Strategies 4 & 7?
 Explain 4 Strategies for using Rubrics &
Checklists to facilitate student self-assessment or
self-reflection?
 Adjust a rubric, checklist, or rating scale to easily
facilitate student self-assessment or selfreflection?
 Generate and share ideas for applying these 4
Strategies to your classroom?

31. References
Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards
through Classroom Assessment. Retrieved from:
http://academic.sun.ac.za/mathed/174/formassess.pdf
Brook, G. and Andrade, H. (2013) Students at the Center: Teaching and
Learning in the Era of the Common Core. Retrieved from:
http://www.studentsatthecenter.org/Self-assessment
Brookhart, Susan (2013). How to Create and Use Rubrics for Formative
Assessment and Grading. Alexandria, VA
Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston:
Pearson Education, Inc. 2009.
Checklist. (n.d). In Wikipedia. Retried http://en.wikipedia.org/wiki/Checklist.
Rating Scale. (n.d.) In Wikipedia. Retrieved
http://en.wikipedia.org/wiki/Rating_scale.