WebQuest

Setting Goals, Giving Feedback, & Student Self-Assessment

Process

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Throughout the quest, you should be compiling some notes for your own reference, next year and beyond, in the classroom.  Make sure they are organized and in a format that you will be able to use easily in the future.  See the Evaluation page of the quest for the rubric for grading criteria.

The Food for Thought questions below are just for you to ponder.  You do not need to write out answers and submit them.  If they help you with your notes or anything else, great!

NOTE: Live, clickable links to each resource are available at the bottom of the page.


Part 1: Self-assessment
First, a look at self-assessment.  Read through the following resources to familiarize yourself with what self-assessment is and why it is useful in our classrooms.
  • http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-self-assessment-30102.html
  • https://www.criticalthinking.org/pages/structures-for-student-self-assessment/458 -- Read the introduction closely, as there are a number of interesting points to think about.
  • http://www.assessmentforlearning.edu.au/professional_learning/modules/student_self-assessment/student_strategies_enhance.html -- This one leads us right into Part 2, with its talk of goals.
Food for thought...  Take a moment to consider this question: "What different and useful information could you learn from students' self-assessment as compared to your own assessment of their work?"  (retrieved from https://www.teachingchannel.org/videos/peer-teaching--2.  Go ahead and watch this video if you like!  It is less than 4 minutes long.)

    Part 2: Setting Goals
    Setting goals can help students organize their time, among other things.  Please look through the following resources to learn about how to set quality goals and why they are important.
    • http://entertolearn.byu.edu/content/setting-educational-goals
    • http://www.targetedleadership.net/pubs/tlc_ontarget_spring11.shtml -- This is a longer article, with a broad view on goal-setting!  For this quest, you'll mostly need to focus on these sections: the introduction, Goal Setting Saves Time, The Context, and Connecting Parents to Goals through the end.
    Food for thought...  What can you do to help make your students as passionate about setting and meeting goals in your classroom as the author's son in "Using Goal Setting To Build An Inclusive Learning Culture" is about setting and meeting goals in his favorite game?


    Part 3: Feedback
    Please explore the following resources.
    • http://vimeo.com/43992570 -- This video illustrates a strong goal.  Think about what the goal of this teacher and students could be...  And how the teacher is giving feedback.  The example is with a high school class, but the concepts can be applied universally.
    • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-feedback
    Food for thought...  Take a moment to think about this quote: "Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent."  --Grant Wiggins (retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx)


    When you are done with the above, your quest is complete!  Now you need to complete the required items for assessment and send them to Ginger's email. Please proceed to the Evaluation section.



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