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• W76748960 abstract "Most accountability systems fail to highlight the learning that takes place continuously throughout the year. Therefore, many educators call for evaluations to include formative classroom assessments that involve students in critical thinking and problem-solving tasks. However, student self-assessment is one type of formative assessment that is frequently overlooked. When modeled by the teacher in thoughtful ways, self-assessment returns voice and ownership to students. In turn, the teacher is able to better support the changing needs of each student. Students become able to engage in self-assessment as their metacognitive abilities--their awareness of their thought processes, strategies, and skills--develop. Children begin to develop metacognitive awareness at an early age as parents, caregivers, and early childhood teachers provide them with feedback regarding their behavior, intelligence, and abilities. This feedback begins to shape a child's sense of self--both as an individual and as a learner--and is the foundation for developing the ongoing processes of self-appraisal. BENEFITS AND CHALLENGES OF SELF-ASSESSMENT Research documents that the feedback children receive from parents and teachers affects their self-perceptions as learners, their motivations to succeed in school, and their desire to achieve complex tasks. Self-assessment can play a powerful role in the relationship between a child's motivation and academic achievement. Research suggests that while general cognitive ability relates strongly to academic achievement, motivation and self-appraisal also contribute to children's engagement in learning and academic success (Spinath et al. 2006). Children who hold positive self-appraisals and higher expectations for school success are more likely to be successful navigating the day-to-day demands of elementary classrooms. Subsequently, as children develop greater cognitive abilities and academic competence, they are likely to experience more positive perceptions of themselves as learners and increased motivation to do well in school, which, in turn, helps improve their academic engagement and achievement. We admit that there are challenges to implementing self-assessment practices in elementary classrooms. A significant challenge is a lack of understanding of what children can accomplish. Younger students need more structure and support than older students when completing self-assessments. Unfortunately, some adults misunderstand the developmental nature of children's abilities and, as a result, prescribe self-assessment strategies that are not effective, that do not challenge children's metacognitive skills, or that provide only surface insight into children's dispositions and what children are able to do. One example is the use of thumbs up or thumbs down types of self-assessment strategies. These strategies fail because they don't provide insight into students' understanding, dispositions, or abilities. Teachers and parents also are concerned that selfassessment can be time-consuming; substantial scaffolding is necessary, particularly in the early grades; and grading is frequently linked to self-assessment, thereby continuing the sorting of students. Some teachers worry that including students' self-assessments in the classroom will take away valuable time needed for standardized test preparation. Given these challenges, how could self-assessment be more effectively used in an elementary classroom? SELF-ASSESSING TEACHERS AND STUDENTS Self-assessment is about more than test scores; it's about self-improvement (Costa and Kallick 2004). In very real terms, meaningful self-assessment is education. Self-assessment practices can help elementary students' early development as critical and reflective thinkers. Research indicates that students who engage in well-designed self-assessment tasks experience a deep understanding of content, value their educational experiences, and actively participate in activities (Munns and Woodward 2006). …" @default.
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• W76748960 date "2010-02-01" @default.
• W76748960 modified "2023-09-23" @default.
• W76748960 title "Using Self-Assessments in Elementary Classrooms: Elementary Students Aren't Too Young to Use Self-Assessment. with the Teacher's Help, It Can Boost Motivation and Achievement" @default.
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