1. Using Rubrics for Student
Self-Assessment and Self Reflection
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 self-reflection?
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
in Learning
Students, throughout the lesson, are 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 quality feedback to
students from a variety of sources.

10. 4 STRATEGIES
for using rubrics & checklists to facilitate
self-assessment or self-reflection
I.
Justifying Your Quality Level with Highlighting
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
Use a Rubric to Set a Goal, Establish a Checklist
of Criteria, and Reflect on your work – Part 2

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 students 1. Read rubric
to prove specific
2. Review your product/work
connections between 3. Locate the portion of your
rubric and the
work that exemplifies a
assignment
specific phrase used in the
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
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
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.
-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.

16. STRATEGY #3 – PART 1
Co-Create a Rubric
Purpose:
Some teachers cocreate a rubric with
their students to
increase student
motivation,
autonomy, and
ownership of the
learning process.
Steps for Students:
1. Review samples of work that
range in quality from poor to
excellent; rank these samples
according to quality level.
2. Collaborate with a small group to
identify positive and negative 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 criterion),
ensure there is parallel structure,
and finalize the class rubric.

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

18. 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 forming
samples in order ofthe
basis of the rubric.
Each group ranks the
quality level and names each of the 4 levels.
• The teacher assists in
 Ex: Excellent, Good, Ok, Poor finalizing the rubric by
adding parallel structure.

19. 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.
http://en.wikipedia.org/wiki/Rating_scale

20. Rating Scale Example

21. 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

22. 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 the • Ex:
self-assessment
• In PE students take a series of
process.
fitness tests.
• Students complete the
Fitness Self-Evaluation
Record Card.
• Students assign a rating to
their fitness test scores
according to national
standards.

23. 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.
-It can be used as a guide
in regard to goal setting.
-It can be turned into a
checklist to ensure
students are accounting
for all criterion.
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.
4. Turn the characteristics in
your desired quality level into a
checklist, which will guide your
work.

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

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

26. 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

27. 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.

28. 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 self-assessment 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.

29. 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 self-reflection?
 Generate and share ideas for applying these 4
Strategies to your classroom?

30. 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.