Self-Assessment in the Elementary School Language Arts Classroom
Anna Olson
April 22, 2002
"Independence,
creativity, and self-reliance are all facilitated when self-criticism and self-evaluation
are basic and evaluation by others is of secondary importance."
Carl Rogers [i]
Carl Rogers started exploring the idea of student centered learning in 1951 with the publication of Client-Centered Therapy. [ii] His work has been cited as establishing the foundation for alternative assessment, and especially self-assessment in the classroom.
Self-assessment is a learn system that “students reflect about their own abilities and performance, related to specified content and skills and related to their effectiveness as learners, using specific performance criteria, assessment standards, and personal goal setting.”[iii] Self-assessment is an aspect of the greater educational idea of alternative assessment. Within this assessment group, you will see the terms: performance assessment, authentic assessment, and self-assessment. Within these assessment forms, there is less reliance on traditional tests and more emphasis placed on performing a task. Self-assessment teaches students to set goals and to assess, their own work, to decide if the pre-set goals are achieved. Because of its intertwined nature with the other aspects of alternative assessment, it is not possible to separate them in the classroom setting; as a result all of the topics will be mentioned in this pathfinder.
Alternative assessment and self-assessment can be utilized in all disciplines and with all ages, but for illustration of the topic, the elementary school language arts classroom was chosen and that teacher wishing to establish self-assessment aspects in his or her classroom. It is for this audience for which this pathfinder was developed. It is established to answer the following questions: What is self-assessment? What is a portfolio? How can I get information about implementing self-assessment in my classroom? Can you provide me with self-assessment forms?
I chose the sites for this pathfinder via the free ERIC service, which is a clearinghouse for educational materials, at http://askeric.org/ or via the search engine Google at http://www.google.com. I began researching the topics by performing Google searches using the terms “self-assessment,” “language arts” and “elementary school.” Upon reading and reviewing those results, I did searches substituting “alternative assessment,” and “performance assessment” for “self-assessment.” Later searches were also done inserting the term “portfolio” and “children” locate self-assessment forms.
The selected sites where chosen based on reading and navigation ease and the information contained within the site. There was also the attempt to gather some sites with differing ideas on the strategy and implementation so to give the educator a diverse set of options from which to choose the building blocks of the program. There was a tendency to prefer sites with examples rather than ones that just stated the theory behind the teaching method, but theory was not omitted. Excluded were abstracts from the ERIC service, which did not include the full text. Also excluded were sites whose goal was to elicited money for teaching aids or workshops, but if the information from a workshop was available free at a site, it was taken into consideration.
An online version of this pathfinder is available at: http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/olson.
i Mary Lou Brandvik. “Self-Assessment,” excerpted from Classroom Teacher's Survival Guide. February 1994. <http://www.teachervision.com/lesson-plans/lesson-5945.html> (24 March 2002).
ii Mark K. Smith. “Carl Rodgers, Core Conditions, and Education,” in Informal Education Encyclopedia. 21 June 2001. <http://www.infed.org/thinkers/et-rogers.htm#education > (24 March 2002).
iii Barry Sweeny. “Glossary of Assessment Terms,” in Resources for Staff and Organization Development. 1995. <http://www.teachermentors.com/RSOD%20Site/PerfAssmt/glossary.html#anchor100238> ( 6 April 2002).
1. Alaska Department of Education & Early Development. Sample Assessment Tasks. 17 June 1996. <http://www.educ.state.ak.us/tls/frameworks/langarts/41task.htm> (17 April 2002).
Sponsored by the State of Alaska Department of Education and Early Development, this site lists various types of assessment tools that can be used in a classroom. While many of the types can be used for general classroom assessment, pay close attention to both the learning log and the response reflection log, as they both seek to elicit student self-reflection and assessment in new classroom skills.
2. Baltimore County Public Schools Library Information Services. Elementary Assessment Tools. N.D. <http://www.bcps.org/offices/lis/models/tips/ assess-elem.html> (17 April 2002).
There are numerous assessment forms for various types of language arts projects, which can be accessed via this site. Charts include a section for the student self-evaluation and the teacher’s evaluation of the same aspect of the activity. There is also a blank template for the educator to create his or her own score sheet. This is a useful site to visualize how a self-assessment project evaluation form is organized. Once the alternative and self-assessment theory is understood, this site provides a place to start translating the theory into practice.
3. Brandvik, Mary Lou. “Self-Assessment,” excerpted from Classroom Teacher's Survival Guide. February 1994. <http://www.teachervision.com/lesson-plans/lesson-5945.html> (17 April 2002).
This site, sponsored by the Learning Network provides an excerpt from the Classroom Teacher's Survival Guide, which speaks to the goals of self-assessment as a part of lifetime learning. The article reinforces the idea that self-assessment is not an isolated event, rather should be a part of every activity in the classroom. An easy short piece that can serve as a reminder of the purpose and benefits of teaching and engaging students in self-assessment.
4. Butler, Susan. “Assessment Vocabulary,” Science Junction. 09 October 2001. <http://www.ncsu.edu/sciencejunction/route/professional/Assessment/assess.html> (17 April 2002).
This piece is the first in a set of articles in the “Defining assessment” series about assessment vocabulary. It provides a primer on the definitions between the various types of authentic assessments and traditional assessment that includes examples. This site helps in the building of an alternative assessment vocabulary.
5. Butler, Susan. “Differentiating Performance Assessments,” Science Junction. 09 October 2001. <http://www.ncsu.edu/sciencejunction/ route/professional/Assessment/assess.html#eleven> (17 April 2002).
This is a later article in the “Defining Assessment” series that defines a related term, performance assessment. The article not only defines the theory but provides concert examples of its implementation. This assists in the development and understanding of the types of alternative assessment with which self-assessment is associated.
6. Critical Thinking Consortium. Structures for Student Self-Assessment. 24 March 2002. <http://www.criticalthinking.org/University/univclass/ selfassess.html> (17 April 2002).
An article which talks to the need for student self-assessment as a way to to fully develop critical thinking skills as well as to gain confidence in ones own judgment without over reliance on the skills of the educators to make the assessment decisions. The article states fields and skills in which self-assessment can be used. Those arenas include: writing, listening, speaking, reading, as well as a global assessment in which overall skill levels are assessed. This site presents the opportunities for self-assessment in daily classroom activities.
7. Elliott, Stephen N. “Creating Meaningful Performance Assessments,” ERIC Digest. June 1995. <http://www.ed.gov/databases/ERIC_Digests/ed381985.html> (17 April 2002).
Opponents of self and alternative assessment programs may argue that, unlike traditional tests, there is no way to prove these assessment types measure a student’s progress. This site sets forth guidelines to argue that a well-constructed program can and does measure learning development.
8. ERIC/AE. Database on-line. National Library of Education, U.S. Department of Education. 31 March 2002. <http://askeric.org/> (17 April 2002).
ERIC is invaluable resource for educators. It contains articles on all aspects of education, including sample lesson plans and form templates. A free of charge database operated hosted in part by Syracuse University. Articles about alternative assessment can be found under the “evaluation” heading on the home page.
9. Far, Rodger. Handout and Presentation Materials. 23 January 1999. <http://www.indiana.edu/~crls/rogerfarr/materials.html> (17 April 2002).
A collection of PowerPoint presentations that contain both examples of portfolio projects as well as a quick guide of getting started with a portfolio program for students. This site is hosted by Robert Farr of Indiana University. Robert Farr is a nationally recognized scholar in the development of portfolio projects. The slides, which can be downloaded, present a quick overview that can be used to explain performance and self-assessment to other teachers. There are also examples of assessment activities for language arts and other fields of study.
For more information on Robert Farr’s credentials, please visit: http://www.indiana.edu/~alldrp/members/farr.html.
10. Grace, Cathy. “The Portfolio and Its Use: Developmentally Appropriate Assessment of Young Children,” Eric Digest 04 December 2001. <http://ericps.ed.uiuc.edu/eece/pubs/digests/1992/grace92.html> (17 April 2002).
This site provides an overview of portfolio in the realm of authentic assessment. A portfolio is an often-mentioned component in self-assessment programs. The goal is to have the student create a record of his or her work over a period of time from various sources. This site includes ideas of what should be in a portfolio, as well as methods for a teacher to assess the student.
11. Harris, Roseanne Hiatt. “Assessment,” in New Jersey Language Arts Literacy Curriculum Framework. 1998. <http://www.state.nj.us/njded/ frameworks/lal/chapt6.pdf> (17 April 2002).
The above is a link to New Jersey’s language arts curriculum literacy framework that sets forth the goals of self-assessment, performance assessment, and portfolio usage as a vehicle to assess what learning goals have been reached. A section of the chapter sets forth strategies for ascertaining the level of learning and understanding gained by the students in an alternative assessment classroom. NOTE: To view this document, you must have Adobe Acrobat. Free Acrobat can be found at http://www.adobe.com/products/acrobat/readstep2.html.
12. Houghton Mifflin Company. Portfolio Assessment. 1997. <http://www.eduplace.com/rdg/res/literacy/assess6.html> (17 April 2002).
This article discusses the value of a student build portfolio, as well as arguing the benefit of long term overview of work versus a one time affair, such as a test. This article is written introducing the use of portfolios for the literary activities.
13. Houghton Mifflin Company. Student Self-Assessment. 1997. <http://www.eduplace.com/rdg/res/assess/index.html> (17 April 2002).
This site contains three short introductions to self-assessment. It introduces the concepts of students as partners, self-assessment methods, and self-assessment opportunities. This provides basic tenets of self-assessment while also providing questions to be asked of and by the student and forums in which the practice of self-assessment can take place. It is a handy guide to some of the basic questions to introduce students to and engage them in the new thought processes demanded of a self-assessment program.
14. Kentucky Department of Education. Designing an Effective Performance Task for the Classroom. 15 April 1999. <http://www.ncrel.org/sdrs/areas/rpl_esys/assess.htm> (17 April 2002).
A document published by the Kentucky Board of Education, which sets forth suggestions for performance, and self-assessment models, as well as examples and ideas. This site also includes information on deciding between holistic and analytical scoring in assessment activities. This site breaks down the process of teaching in a self-assessment classroom and provides background and examples for all steps of the process from creating a lesson plan to the ultimate assessment.
15. Kulieke, M., and others. “Why Should Assessment Be Based on a Vision of Learning?” NCREL Essay. 1990. <http://www.ncrel.org/sdrs/areas/rpl_esys/assess.htm> (17 April 2002).
An overview article which aids in the defining of alternative forms of assessment, including self-assessment, in various types of classrooms, including language arts, which highlights some state directives, goals, and criteria.
16. Leighton, Mary S. “Developing a Self-Assessment System,” in The Role of Leadership in Sustaining School Reform: Voices From the Field, July 1996. <http://www.ed.gov/pubs/Leadership/ch4d.html> (17 April 2002).
This link to a 1996 article, the article sets forth the tenets of creating a self-assessment program. Although it is not specifically geared at either at children or a language arts curriculum, the article provides a ready to use criteria, methods, and analytic strategies. The article provides valuable reminders that what works in one self-assessment system may not work in another. This site highlights the flexibility available in a self-assessment program.
17. Loadman, William E. and Anne Marie Thomas. Standardized Test Scores and Alternative Assessments: Different Pieces of the Same Puzzle. N.D. <http://www.enc.org/topics/assessment/altern/document.shtm?input=FOC-001558-index> (17 April 2002).
This article speaks to the benefits gained by utilizing various types of assessment in the classroom. The text makes the argument for a mixed system in which there are still standardized tests, but those results are augmented with self-assessment for a full picture of a student’s abilities.
18. Miller, Wilma H. “Lesson Plans,” excerpted from Reading & Writing Remediation Kit. 1997. <http://www.teachervision.com/lesson-plans/lesson-6376.html> (17 April 2002).
A portfolio can be used as a starting point for self-assessment. As well as containing ideas for items to include in a portfolio, there are also ideas for exercises that can get your students thinking about how they want their portfolio to reflect their work and abilities. This site contains a list of ideas of what can be included in a child’s portfolio. The list is a good place to start when thinking of portfolio appropriate tasks.
19. North Central Regional Educational Laboratory. “Self-Assessment In Portfolios,” NCREL Essay N.D. <http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2port.htm> (17 April 2002).
This site provides a “how-to” guide to turn a reading notebook into a portfolio. It urges the children to arrange their work from the best to the worst and then be able to defend the choices. There is also an urging for the student to set goals for future improvement.
20. Poynter, Leah. Using Self Evaluation with Fourth Graders. N.D. <http://www.enc.org/topics/assessment/altern/document.shtm?input=FOC-001564-index#2> (17 April 2002).
The author shares her expertise of operating a self-assessment program in the classroom. Included is a self-assessment form, which the author has given permission to reproduce, for student reflection on overall progression toward his or her goals in numerous areas including language arts.
21. School Improvement in Maryland: Project Better. “Classroom Based Assessment,” in Better English Language Arts. N.D. <http://www.mdk12.org/practices/good_instruction/Projectbetter/elangarts/ela-67-69.html> (17 April 2002).
This site, based on the Maryland school improvement program, answers the question of why a teacher should engage his or her students in self-assessment activities. The article, which includes a bibliography, signifies the need and benefit for classroom and self-assessment as compared to the school level or greater. This study states with self and classroom level assessment, there is developmentally correct learning taking place with the child, as a result the child is getting more out of the classroom experience.
22. Teacherzone.com. End of Term Self-Assessment.19 May 2000. <http://www.educate.org.uk/teacher_zone/teaching/inschool/ downloads/as_end_of_term_self_assessment.pdf > (17 April 2002).
A form, for the end of the school year self-assessment, which was created to promote student reflection on development of personal skills as well as to provide a record of thoughts, goals, and achievements. This form shows another format for student input and reflection. Adobe Acrobat is needed to view.
23. Williams, Jennifer. Implementing Portfolios and Student-Led Conferences. N.D. <http://www.enc.org/topics/assessment/altern/document.shtm?input=FOC-001560-index> (17 April 2002).
The above link contains a teacher’s experience with implementing and working within a self-assessment/portfolio program highlighting both the difficulties and the successes of the program. This site includes a bibliography for further reading. A must read for a example of what it takes to implement a self-assessment program.
Citations provided in the format of The Chicago Manual of Style:
The Chicago Manual of Style. 14th Edition Chicago: University of Chicago Press, 1993.
Self-Assessment in the Elementary School Language Arts Classroom.
Complied by Anna Olson April 22, 2002
These questions and answers, which lead to free Internet sites, are to assist you in understanding and implementing an alternative assessment program in your language arts classroom. While a self-assessment program can be taught and implemented at any grade level, the forms and teacher testimonials reflect the use of the program with elementary school aged children.
An online version of this pathfinder is available at: http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/olson.
What is self-assessment?
Self-assessment is a part of the educational trend of alternative assessment in which students are taught to analysis their own work and see where they have improved and where more improvement is needed. This is, typically, done by establishing goals and collecting work in a portfolio.
Please refer to the following links for more information:
¨ Brandvik, Mary Lou. Self-Assessment
¨ Houghton Mifflin Company. Student Self-Assessment
I heard the word portfolio mentioned with self-assessment. What is it and how can I have the students make one?
Portfolios can take forms and sizes; generally, it is a collection of student work, in different media which show the development of the students work over the course of an extended period, anywhere from a year to many.
See the following links for more information:
¨ North Central Regional Educational Laboratory. Self-Assessment In Portfolios
¨ Grace, Cathy. The Portfolio and Its Use
¨ Miller, Wilma H. Lesson Plans
Can self-assessment be implemented in a language arts curriculum? Are there any forms or check lists I can look at to start to have my language arts students ask the right questions when starting a self-assessment program?
Of course, self-assessment has been used in all fields of study, language arts to mathematics. It is a way to help teach students to think about learning. For some specific examples of use in a language arts classroom, please refer to the following links:
¨ Critical Thinking Consortium. Structures for Student Self-Assessment
¨ Teacherzone.com. End of Term Self-Assessment
Can I see a teachers’ account of successfully using self-assessment in his or her curriculum?
Self-assessment and alternative assessment programs are taking root across the nation, for some teacher perspective success stories please refer to the following sites:
¨ Williams, Jennifer. Implementing Portfolios and Student-Led Conferences
¨ Poynter, Leah. Using Self Evaluation with Fourth Graders
I see self-assessment used with the terms alternative assessment and performance assessment. Are they the same thing?
All three are related ideas. Both self-assessment and performance assessment are types of alternative assessment and symbolize a shift away from traditional, classroom based assessment, like tests and emphasize the student involvement in the reviewing of the work and prefer “real world” tasks like presentations over artificial methods like tests.
For more information please refer to the following sites:
¨ Butler, Susan. Assessment Vocabulary
¨ Butler, Susan. Differentiating Performance Assessments
In the classroom, if I chose to do self-assessment, does that mean I cannot use any traditional assessment methods like tests and quizzes?
Not at all, there can be a mix of assessment types in a classroom. Many assessment programs promote having a mix of traditional and alternative assessment so students can experience a range of assessment types.
For more information please refer to:
¨ Loadman, William E. and Anne Marie Thomas. Standardized Test Scores and Alternative Assessments
¨ Elliott, Stephen N. Creating Meaningful Performance Assessments
Are there any guidelines set forth by state or other agencies which can set guidelines for a self-assessment curriculum?
Yes, many states are providing guidelines and advice for implementing self-assessment programs. Some states, like those listed below, contain special mention of assessment in language arts classrooms.
¨ School Improvement in Maryland: Project Better. Classroom Based Assessment
¨ Alaska Department of Education & Early Development. Sample Assessment Tasks.
¨ Harris, Roseanne Hiatt. Assessment excerpted from the New Jersey Language Arts Literacy Curriculum Framework
Good Luck developing a new assessment program!
Remember if you need more information or assistance, librarians are there to help.