As teachers, assessment is an integral part of our everyday experience. We constantly complete formative assessments of our own teaching ("is what I'm saying even making sense...?"), as well as assess whether or not students are grasping the concept of the lesson. It is important that we are using QUALITY assessment - differentiated, meaningful, and worthy of the learner's time.
In every workshop of today's SDD, the emphasis was placed on student self-efficacy as a result of self-assessment. It is well-documented that students assessing their own learning increases their ownership over their own learning, as well as makes the assessment meaningful for each student. It is much more valuable for students to make their own judgements and celebrate their success, rather than a teacher telling them what to improve or what they did well. As Hattie asks, "who owns the test data? The answer must be the students - it is their schooling, their lives, their futures that are at stake in classrooms - and so the focus should be first on developing 'student assessment capabilities'".
However, how often do we really give students the opportunity to reflect and assess themselves?! In my own experience, I find that "self-assessment" often gets lost while trying to cover all the outcomes in a busy term. Therefore, it is something that I am actively trying to implement in Term 2. In Maths, I have already designed a proforma for student self-assessment of pre-test data, wherein students assess what they did well, and where they would like to improve. I will now need to figure out a way to implement self-assessment in other KLA's in the classroom, if I want to make the learning meaningful for my students.