Posted in LEAD

Getting your students to know what they know (and what they don’t)

The LEAD team met last week, and a lot of work clearly has been done over the past 6 months or so. Many PLCs have established their essential standards, their scope and sequence for the course, and are working on creating formative and summative assessments to measure student progress.

BUT…creating standards, sequencing them, and assessing students isn’t going to get us to our 95% student success goal, right? Those are all things the teacher can do to get students moving in the right direction. But, as your formative and summative tests start coming in and filling up your grade book, you may be thinking, what do I do now?

One thing we talked about in this meeting that really got me thinking was giving students a scoring chart to monitor their own progress. Here is an example. (see screenshot below)

screen-shot-2016-09-15-at-12-55-21-pm

On this scoring chart, students would fill in for each question the SKILL being tested and the LEVEL of that skill. Then, if the student got the question correct, they would mark that this was due to them KNOWING the info or GUESSING. If the student got the question incorrect, they would attribute that to SILLY MISTAKE or NOT KNOWING what they needed to know.

I love this because it helps the student drill down what they know and what they don’t. It shows both the student and me (without a whole lot of work on my part) more information than the raw score on the top of the assessment does.

How are you helping your students develop their metacognition? If you don’t like this scoring chart, that is fine! Helping students think through what they know and what they don’t is an important part of helping all students to be successful in your class, and there are many ways to do this.

Thanks for reading!

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Author:

Teaching and Learning Facilitator at Wheeling High School English Teacher Apple Teacher

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