Apply: Self-Assessment on Assessment Practices

Apply: Self-Assessment on Assessment Practices

Print out this self-assessment and use it as a reflective tool to consider different aspects of your professional practice. Rate yourself on each indicator (SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree, NA = Not Applicable), and then contemplate what you might do to improve the areas that concern you. Enter your ideas for professional development in the bottom text box.
Indicators / SA / A / D / SD / N/A
1. I regularly reflect on my assessment practices and make notes on what works well and what does not work.
2. I analyze my assessments to determine whether they accurately gauge my learners’ progress.
3. I use both graded and non-graded assessments, in both traditional and alternative formats.
4. I use rubrics to provide learners with the expectations for assignments, as well as for feedback and as a grading tool.
5. I use a variety of formative, diagnostic assessments to gauge my learners’ progress and provide them with an idea of how well they are learning the material.
6. I help my learners monitor and chart their assessment results and help them devise a plan for reaching their desired performance level.
7. I clearly communicate general instructional goals to my learners and encourage them to develop personalized learning objectives.
8. I use peer-assessment to provide learners with feedback, providing an opportunity for them to revise their work following the feedback.
9. I use peer-assessment as a portion of learner grades.
10. I use peer-assessment as a portion of group work grades, encouraging students to honestly assess their group members’ contributions to the group project.
11. I use ungraded self-assessments to encourage student self-reflection and personal goal-setting.
12. Over time, I collect (or prompt students to collect) evidence of learning in portfolios (paper-, project- or electronic-based).
13. I collect and use learner progress monitoring data to make changes to my instruction to meet learner needs.
14. In my design practice I distinguish between assessment OF learning and assessment FOR learning.
15. I create and use rubrics with explicit criteria.
16. I use graded and ungraded assessments to gauge deep understanding.
17. I design and use a range of strategies to promote learner self-reflection and contemplation of learning.
18. I regularly make sure that learners understand the standards expected of them.
19. I strive to be consistent in my assessment practices.
20. I encourage learners to use self- and peer-assessment to promote metacognition and assessment AS learning.
Item # / Ideas on how I can improve: