As part of NBCT Component 4, you need to give a formative assessment. Last week, I gave this formative assessment to my high school geometry students:
Here was some of the work that my students came up with:
A wide variety of strategies and ideas, as well as levels of sophistication.
NBCT wants us to study and synthesize the results from the whole class.
This does not worry me. No problemo, there’s a lot to say here. I’m imagining doing something like this (or maybe this itself):
The student work analysis isn’t scaring me. The call for student self-assessment, on the other hand, gives me the jitters (the howling fantods):
The rubric idea? I hate that idea. And collecting a recording and making a transcript feels like a pain in the neck.
What other ways are there to have kids self-assess? Please, share your ideas. Here is what I’ve come up with so far:
- Do what I always like to when asking kids to revisit their past work: do some whole-group activity that teaches them something related to the student work, and then ask them to improve their work. Usually I hand back a marked-up copy of their work — honestly, I think that’s an important part of revising — but I could just ask them to self-assess?
- Maybe my whole-group activity could be teaching them different language for their strategies? And then they identify them in the student work?
- Ooh, I sort of like this idea: what if I gave them a proof of the Pythagorean Theorem and asked them to compare their work to the proof diagram. Self-assess: how is your diagram similar or different from this one?
I dunno. Self-assessment isn’t something that’s an important part of my teaching at the moment, and I’m unsure whether it should be. Either way, I need to find a nice way to ask kids to self-assess for this portfolio.