Students Monitor their own Learning and Progress
students monitor their own learning
6.4 Enhance capacity for monitoring progress
Assessment Example

Students should have opportunities to monitor their own learning and progress. For example, unscored items such as "How did you know?" guide students in thinking about what they have learned. Revisiting an unscored "wonder question" at the end of the assessment provides an opportunity for students to reflect on what they have learned about a science concept.

Non-example

A self-reflection item that does not allow the student to articulate how they came to a conclusion and instead distracts them, such as an item asking about their preferences or opinion around different climates when the tested constructs are around adaptations of animals. The teacher gives the student a generic response at the end of the session, such as "good job".

Accessibility

Consider how students with visual impairments or communication support needs can respond to a "thinkaloud" question.

Areas of Interest
Assessment Design
Assessment Development
UDL Guidelines
Executive Functions
Learner Focus
Student Focused
Power Strategies
"Think About It" Questions

Related Assessment Examples

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Example:

Unscored "thinkaloud"/"think about it" assessment items are embedded in a context or short narrative to support strategy development, such as...

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Example:

Data within assessment items can be presented in tables or graphic organizers to facilitate organization and management of information, such...

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Example:

Provide teachers with test structure information so they can engage the student with planning for the test session. Be clear...

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