Self assessment:
Steps to Self-Assessment
Getting Started
• Model/intentionally teach critical thinking skills required for self-assessment practices.
• Address students’ perceptions of self-assessment, and engage students in discussions
or activities focused on why self-assessment is important.
• Anticipate that students will respond differently to opportunities for self-assessment;
some may welcome them, while others may question their worth.
• Allow time for learning self-assessment skills.
• Provide students with many opportunities to practise different aspects of the self-
assessment process as they gradually assume more responsibility for their own
learning (e.g., brainstorming possible criteria for assessment, applying these criteria to
their own work, receiving timely feedback on their self-assessments and developing
goals and action plans).
•Have students self-assess familiar tasks or performances using clearly identifi ed criteria.
• Ensure that parents/guardians understand that self-assessment is only one of a variety
of assessment strategies that you use and why you use it.
Actions teachers can take ...
• intentionally teach students how to self-assess using criteria and provide many
opportunities to practise
• involve students in jointly constructing rubrics, so that they may deepen their
understanding of the criteria they are using to self-assess
• ensure that students understand that self-assessments are formative, and help to
improve their overall performance
• create opportunities for learners to compare their self-assessments to those of their
peers and teacher(s)
• collect self-assessments at various times (i.e., not always immediately
following instruction)
Assessment should be about the process of learning and not simply the results.
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