I created this self-assessment tool several years ago but have adapted some of the language to correspond with BC’s new Draft Curriculum. While the format of a table has many limitations, I think the statements within it are helpful as part of a broader self-assessment strategy to stimulate student reflection on aspects of their learning.
The Big Ideas, or Enduring Understandings, encourages students to reflect on the major concepts of a unit and what they understand about a concept or subject. For example, in Language Arts 5, a student might write, “I understand literature helps me understand the world.”
The Concepts and Content focus on less board concepts related to a topic or subject. Again in Language Arts 5, a student might write, “I know the impact of using a hook in my writing.”
Curricular competencies use the phrase, I can, because these are things students will do and practise in performing a subject. For example, in Science 2, a student might share, “I can make observations.”
Core Competencies states, I am, because these competencies are habit-forming. One competency is the Thinking Competency including creative thinking. A student might write, “I am a creative thinker.” Obviously there are degrees to which a student is a creative thinker, but it is important that students begin to understand some of the attributes of successful learners and see themselves as acquiring these attributes, even if they are just beginning to do so. The I am could also tie in with learner profiles, Habits of Mind, or Virtues.
The section on Influences on My Learning I think is most interesting for teachers. What students identify as the most important influences on their learning is important information for teachers to know so that they are aware of core elements to include in future instruction of a particular student or of that topic. For example, if a field trip, involving a lot of work and time was not included as an influence in learning, it might be best to not visit that space again. This is a tricky section of self-assessment though as some influences on learning are more visible than others. Reviewing this section with students specifically about what they learned from an influence would be helpful.
The last section on Thankfulness was suggested to me by a parent. Learning is busy. It is easy to take for granted some of the experiences students have in their learning or perhaps have short-lived gratitude as attention is drawn to the next thing. I don’t think gratitude should just be an in the moment feeling of appreciation but recognized and appreciated over time.
As I noted earlier, the format of a table is limited and perhaps the conversations the six statements elicit is more helpful. Feel free to use, adapt, or improve this table as you like. It is available here.