At my last school, we implemented an activity for student self-assessment. It was a table, which included rows for each individual problem on the assessment. For each row, students were to record whether or not they answered that individual question correctly or incorrectly. This gave them a sense for how they did overall; for those tests that were organized by concept, they were able to see which concepts were their strongest and which were their weakest. Furthermore, for questions answered incorrectly, students were to check one of three boxes: "Calculation error", "Didn't study", or "I don't know what I did wrong." This way, they were honest with themselves and with me on the reasoning for their error and held all parties accountable for working towards fixing their mistakes. Students found that doing this after every major assessment (either formative or summative) helped them better prepare for upcoming tests and/or make-up tests that covered the same material!

I have a difficult time with students valuing self-assessments as well. I have a new idea that I plan to use on my next summative assessment. I will begin by handing back the graded assessment and a handout on the results of the assessment as a class to show students where they stand in the class with their assessment results. On the handout, along with overall results of the class, will be an area for students to focus on their own performance on the test. Students will be required to correct the questions that they missed and provide evidence, using their notes or textbook, for the correct answer. This activity will allow students to connect with the correct answer and learn from their mistakes. Then students will right a brief explanation of their misconceptions that caused them to answer the question incorrectly. If your students are like mine, they will need some motivation to complete this task effectively in order to gain from their self-assessment. For students that correct their mistakes, provide evidence of the correct answer, and briefly explain why they missed that particular question, they will have an opportunity to earn an additional point back to their grade.

Mrs. Lee could develop a page in which students graph their progress in order to track their progress. This might provide the opportunity for the students to visually see how they are doing and assess the areas they need to work on. Also, I would suggest Mrs. Lee discuss with the students how their self assessment can guide their learning and provide them with specific activities in which their self assessment directly influenced a task they did in class.

Mrs. Lee could use the backwards model, which will allow her students to begin the self-assessment process before they actually begin the assignment. by using the backwards model, Mrs. Lee will be able to provide her students with a rubric or some form of a measurement tool that they can review the expectations for mastery prior to beginning the assignment, they can monitor their progress while working on the assignment, and they can proof their assignment before their final submission to ensure they are meeting the expectations. Once they have received their assignment grade, students can then go back and see where they missed the mark with expectations they did not meet.