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When somebody is telling you, it's sometimes hard to take in but when you tell yourself, it's like "alright let's get this straight."
You remember the word association game, I say blue, you say sky. I say sunshine, you say a summer day. What if I said student self-assessment? Do you see students ? Each and every student gives themselves an A, regardless of or little work they've done?
But self-assessment is not about asking students to give themselves grades. By definition, that's self-evaluation.
No, self-assessment means students in a in which they compare their work to and determine how to make .

We believe in an all forms of learning, the opportunity to is essential. Self-assessment inspires students to take charge of the vision and . In fact, shows that students who use self assessment learn more, earn better grades, and receive .
How can you create the right conditions for students to become in the assessment of their own work?
this video will provide you with perspectives from students and teachers regarding the optimum classroom conditions for self-assessment and will touch upon:
- establishment of clear criteria with a or
- supporting thoughtful self-assessment those criteria
- time for students to revise and improve upon their work.

When I look at my work I feel pretty good because I know that I can it and I know that I can keep trying.
I can do everything myself and I can see what I do wrong and how I can make myself better.
It was really helpful because sometimes you don't get your ideas straight and forget to include something, but when you look at the rubric you know what you have to include.
We sort of have this philosophy in my class that if you are not at the level you wish to be, then you're not done yet.
We start projects now in a very different way, we start them by really presenting and , things that count, so my students now know exactly what are and what they need to be immersed in. The self-assessments help them into that criteria.

So how do you do self-assessment? Consider a colored pencil technique. First, create a rubric with your students, then focus your students on of the criteria on the rubric
by having them use a colored pencil to underline of a particular on the rubric and then look for evidence of that standard and underline it in the same color.
In this example, for the first criterion thesis, students underlined clear thesis in red and then underline their own thesis statement in red and considered it was clear, if not, they made a note to themselves in the margins that guided revision. You may guide your class for each criterion. Once the essays have been thoroughly , provide your students time to revise their work.

It's no longer just depending on me to tell them what to do, they're making decisions themselves. The greatest discovery is definitely: wow my students can improve so much from this. It's like an incredible discovery.
If you take your time for a self-assessment, it will make your work better because you to view your own work and not just hand it in instantly, and then when you your mistake, you can't make it.
and try to tell yourself what you did wrong and also try to tell yourself what you did right. And so you're yourself and usually do this on a writing piece but you can you do it on anything. And it's always about improving because you know you can do better, like, the next time you write something, you're always looking out for those mistakes, that does make me things that I wouldn't usually notice.

When I came into teaching, the most important thing for me as a teacher was to create independent learners. That feeds their entire life.
I say learning, you say growth. I say question,you say answer. I say self-assessment, you say a practical method of helping students identify and in their own work and revise accordingly. It is our hope that with these methods, your students may develop the they need as independent, , and lifelong learners.
So of having school if you can't learn from your mistakes?