Self-assessment as a formative assessment practice that supports students to act as self-regulated agents¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief presents self-assessment as the formative assessment practice supporting the agency feature: students interpret evidence of their own learning and make informed decisions about next steps. Teachers support this by co-constructing success criteria, providing protocols to interpret evidence and document self-assessments, offering different options to demonstrate learning, and curating classroom resources students can use independently.

Design Implications¶

Context¶

Requirements¶

• Students need a clear understanding of the learning goals and success criteria when self-assessing so they can engage in determining their learning status.

Constraints¶

• Students may need teacher support initially, particularly when they are in the early stages of developing English language proficiency.

Target Learners¶

• English learners, including students at early stages of English language proficiency

Target Learning Goals¶

• Determining one's own learning status and making informed decisions about next steps in learning

Related Strategies¶

• Teachers enact agency-building instruction through five moves: valuing strengths, fostering autonomy, encouraging initiative, reinforcing growth mindset, and modeling metacognition
• Formative Assessment

Examples¶

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Key Sources¶

• Barbara Jones, Molly Faulkner-Bond, and Jennifer Blitz. (2024). Accelerate English Learner Success: Students Take Ownership Over Their Learning With Formative Assessment. Region 15 Comprehensive Center at WestEd. https://eric.ed.gov/?id=ED673602