Category Archives: Self-Assessment

How To Put The Learning To Work, Part 5: Rememberance of things past

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rearview

Wouldn’t it be great to give your students the chance to revisit who they were as a writer as a way of developing an understanding of who they have become? Wouldn’t it be cool to connect writing work that they have done the year before with the writing work that you have done with them? How can we design an end of year piece that enables students to witness their own growth over time? Here’s an idea for how to make that kind of end of year, meaningful work happen.

This culminating activity idea will take a bit of forethought and planning, requiring that your students have access to writing that they did the year before, but that shouldn’t be too difficult. You could accomplish this requirement by either working with your students previous year’s teacher to make sure that they hold on to a particular piece of writing from that year, or ask your students to find a piece of writing that they did the year before. The second option is a bit risky, I know, but it would be interesting to see if your students held on to writing they did last year of their own volition. The key is that they are able to find a “finished” piece of writing that they did they year before.

Once your students have found a piece of writing that they did in the previous year, have them choose a piece that they wrote this year of which they are particularly proud. Now they have two pieces of writing – one from the year before and one from their year with you. Have them compare the two pieces of writing in a semi-structured thought piece guided by a few critical questions. Introduce the questions with something like:

We have been exploring what it means to be writers together this year – what it looks, sounds, and feels like. Let’s honor that work by taking a little time to recognize how much you have grown and changed as a writer over this year. To do that, read the two pieces that you have chosen – one from last year and one from this year. Then, use the following questions to help guide your reflection. As always, work to fill the page.

  • What surprises you when you compare the two pieces?

  • How would you describe your voice in the two pieces? How has it changed?

  • What are some other ways you have changed as a writer?

  • What does this work make you want to focus on in your writing moving forward?

This culminating activity provides your students with a chance to see for themselves how they have changed as a writer over the course of the year, does the important work of connecting who they are across grades, and encourages them to read their own writing deeply and critically. Do not grade this thought piece. It’s more important than that. Making this piece an evaluation-free zone, opens up the possibility for truthful, genuine reflection which ultimately leads to enduring learning. I would also recommend giving your students a chance to share what they learned with a partner, not necessarily reading their thought piece aloud but instead sharing what they learned in the process, maybe guided by one simple question: What surprised you?

Plan to have your students complete this assignment with enough time for you to respond to it before the end of the year.

As always, I would love to see examples of these. If you choose to do this kind of end of year writing, please share it with me.

Modification: If having your students find a piece of writing from last year seems a bit daunting, have them select a piece of writing from the beginning of the year and the end of the year with you.

Extension: Give these thought pieces to next year’s teachers so that they have a sense of how their incoming students think of themselves as writers.

 

How to put the learning to work part 2: The End of Year Reflection

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ripples-1

Idea #2: The Summative Reflection

These few posts focus on how to bring the school year to a close in a meaningful and interesting way that also, most importantly, deepens the learning. The first post explored using the form of the Cento Poem to push students back into their work over the year and to remix it in a creative way. Go here to see how to make that happen in your classroom. In this post, I open up the idea of having students do a summative reflection at the end of the year to remind themselves of what they did, highlight particular strengths in that work, analyze areas for growth, and plan for what they would like to do next.

The summative reflection that I am going to share with you is connected to a portfolio, but it doesn’t have to be. The key is to identify questions that you want your students to address that give them the chance to do the following:

  • Take stock of what they have done over the year. Often times, learning is designed in such a way that it is easy to forget. Quizzes and tests are taken and then thrown away. Books are read and not revisited. Notes are taken, put to use once, and then not used again. The summative reflection gives students the chance to go back through that work, whether it is for the year, the semester, or the quarter and remind themselves of what they have done. This is an essential first step in reflecting on one’s work.
  • Identify work that they think is particularly strong. Students need to develop the ability to think critically about their own work and to recognize when they have done something well and why. Chances are, if they can do that, they will repeat the kind of work over time.
  • Think about what they could do differently. It isn’t enough just to praise oneself for particularly strong work. Students also need to be able to be honest with themselves and point out particular work or a skill that could be improved. They then need space to think in writing about that and come up with a plan for how to improve.
  • Project forward. Learning should not happen in prescribed time allotments. Learning should also not happen in siloed classes. Real, enduring learning is connected across time, across classes, across subjects. Students need a space at the end of the year to be able to write about what they want to do next with what they have learned. This summative reflection helps them do that.

Semester Reflection

Click the image to see the Summative Reflection

Ideally, a shorter, targeted form of this kind of reflection would be happening throughout the year so that students would be skilled in this metacognitive practice. If you are interested in that, click here to see my form of a weekly audit. But, even if that isn’t happening, the end of the year reflection is worth doing. To set it up, the last week of your classes, introduce the idea to your students. Take the template I have provided, manipulate it to fit your context, and hand it out. Give them the week to do it. Encourage them to take their time. Have this be the last piece of work that they do for the year.

I have my students send it to me electronically. It is a lot of emails, but I can respond more quickly. Plus, I want to make sure that they get it back. In terms of feedback, I approach it like a conversation. I either track changes or use the comment tab to ask questions, highlight really interesting things, connect them to resources, and encourage them to make something happen. I have my coach’s hat on when I do this. The feedback is always constructive and encouraging. When it comes to grading these, I normally do not grade them. I tell them that this final piece of work is more important than a grade. Teachers often question whether students will turn it in if there isn’t a grade. When I have established a culture of reflecting over time in this way, and my students are receiving regular feedback from me, it is very rare that a student does not turn it in. Even if you have not been having your students reflect on their work over the year, I think you will be surprised by the number of students who will turn it in even if it is not graded. But, if you want to grade it, I would tell the students that they receive an A for this assignment if they turn it in. If they don’t, they fail the assignment. Enough said.

This summative reflection is not only important for students, it is also important for you, the teacher. It provides a great window into the year, the semester, or the unit, depending on how you frame it. You will get ideas for how you might design next year. And, maybe most importantly, they are going to make you feel good about yourself and about your teaching. I can’t emphasize this enough. Teaching is tough, challenging work. It is crucial to design some kind of vehicle in your class to receive positive feedback. Without joy, we don’t have the energy to overcome the challenges.