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)