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Indicator 1.5 - Assessment As Learning
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Students are explicitly taught and regularly use self-assessment skills to monitor, improve and communicate their learning, within the context of the Ontario curriculum and/or Individual Education Plan (IEP).

At the school:
  • Educators share strategies for helping students to develop, understand and use criteria, identify strengths and areas for improvement and develop and implement goals for next steps in learning.
  • Self-assessment is used throughout the school as a skill connected to higher order processes such as metacognition and self-regulation.
In the classroom:
  • Self-assessment skills and goal setting are taught, modelled and practised.
  • Using co-constructed success criteria, opportunities are planned for students to practise self and peer assessment.
  • Educators provide students with qualitative feedback on their peer and self-assessment skills.
  • Engage in learning conversations and peer assessment to explain and question their own thinking.
  • Use work samples to help them understand what quality work looks like and to develop or refine their understanding of success criteria.
  • Use success criteria to assess and monitor their progress and set individual learning goals.
  • Participate in the collection and development of personal documentation of learning (e.g., portfolios, learning logs, course notebooks, student files) that assist in informing the next steps in their learning.
  • Set and track learning goals based on identification of strengths and needs through a variety of forums (e.g., student-led conferences)

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