Use of Student Self-Reflection in Assessment Tasks
Typically a component of portfolio assessment, the opportunity to present a brief self-reflection—either orally or in writing—can enhance what we know about student learning in other types of assessments, including performance-based tasks and constructed response items. Reflection that accompanies student work does more than document the nature and goals of a given
activity or assignment. It provides insight into the “thinking behind the thinking,”
and often gives teachers important clues as to what they might address next, instead of, or in addition
to, previous instruction.
For example, incorporating a student reflection form as part of each activity in a thematically linked
integrated assessment task can provide
teachers insight into the extent of students’ understanding and “take-away” learning,
not only for each activity, but for the task as a whole. Such insight could drive subsequent
instruction and, ultimately, student learning and achievement.
Theatre Thematically Linked Integrated Item Set
Although students need to have opportunities to learn how to make appropriate and useful observations
about their own work and the work of others, it may not always be appropriate to score such activities,
depending on the developmental level of the class and the purpose of the classroom assessment. While
there are myriad ways student reflections may be used, possibilities include the following:
- Have students select one dimension or trait on their reflection form and write a brief explanation
of what they might do to improve their performance.
- Use a completed student reflection form as a tool for student conferences and provide students
with the opportunity to expand orally on how or why they evaluated their work as they did.
- Pair or group students based on their evaluations so that those who were more proficient in
meeting the task requirements would work with those demonstrating less proficiency to identify
and address specific concerns.
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