Definition of Self-Assessment Literacy
Assessments should direct instruction and challenge students to use higher-order thinking instead of just recalling information. An important component of literacy teaching and assessment is self-assessment, how the student interprets and internalizes her own reading and writing abilities. It's important for students to review their work and make their own determinations as to what they have learned and with what they still need assistance. Student self-assessment in literacy can come in many different forms.
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Literacy Portfolio
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A literacy portfolio is a collection that contains a wide variety of a student's work over a period of time. A teacher can choose the work that is included in the portfolio, but children also can receive autonomy to select what they think is their best work in a particular subject genre. When students go through their portfolios, they can see a wide range of skill sets that are highlighted rather than just a single test score. Test scores can diminish self-esteem and cause students to internalize the notion that they are poor students. Self-assessment through a literacy portfolio that encompasses a wide skill set can increase a student's self-worth.
Self Reflection Logs
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Self-assessment can be made from the entries in a student's journal. Reflection journals or logs are places where students are free to keep their thoughts and feelings on a wide variety of topics throughout the classroom and their personal lives. These journals or logs are not graded or judged, so the students are free to express themselves without the fear of criticism or failure. Teachers may look at logs as a way to gain an understanding of students' learning and as an aid to help them become more proficient readers and writers. But most importantly, it's a way for students to gauge their own progress, build confidence and reflect on their own literacy progress.
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Teacher-Guided Reflection
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As self-reflection is not always an inherent skill, it's important for teachers to model
self-reflection for the class. This can be done through a series of prompts (short statements or questions used to spark children's own thinking) that are written on the board each day. Examples of prompts are: What is one thing I learned about my main character? What is one thing that still confuses me? What do I want to know more about? As students become more comfortable with the teacher-guided questions, they begin to internalize their own prompts while they are reading and writing. Self-assessment through guided reflection helps students develop into fluid readers and writers.
Student/Teacher Interviews
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Students who are more comfortable expressing their thoughts and ideas verbally will benefit from self-assessment in the form of student/teacher interviews. This is where the student meets individually with the teacher, so he can reflect on what he has learned and with what he still needs help.
Literature Circles
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Students are encouraged to engage in literature circles, which allow small groups of students (usually placed together by the teacher according to current reading level) to discuss books and other reading materials. This type of critical thinking helps them to assess what they have learned and where they are confused. The literature group is designed as a scaffold to support each student while moving the group toward a deeper understanding collectively. The group dynamic also helps students to assess themselves in comparison to other students, but in a non-competitive environment. It's important that teachers model literature circle practices, so that the environment is safe and nurturing for its participants. Self-assessment is compromised when students feel picked on or singled out.
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References
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