Improving Writing Through Self-Assessment

Name of School:

Prince of Peace

Our school is considered:

multi-level

In five words or less, describe your prototype

Increasing student self-awareness in writing

Insert an image that showcases your prototype.

How might we?:

How might we actively engage all learners to collaboratively approach assessment and empower reflection?

Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

At each age level, we will be seeking to foster student's ability to reflect on their own performance and level of understanding. We have begun by completing the following steps:

Kindergarten
- Establish clear writing targets with examples
- Model targets in student journals as they write
- Verbally and visually model with students how to self-reflect
- Show parents examples for writing targets
- Create a word wall for student to access

Grade 1
- Create monthly writing expectations that increase in difficulty each month, using the Grade 1 ELA "I Can" statements. 

Grade 2
- Co-create a writing rubric with students at the beginning of the year
- Analyze illustrative examples of writing samples with students
- Post clear learning targets based on curricular outcomes for the four core subjects as the content is covered
- Practice peer and self editing during Authoring Cycles
- Create learning target checklists for each science unit

Progress will be monitored through observations, discussions with students, work in writing journals, and self-reflective exercises. 
What did you learn?

Kindergarten
- Parents require instruction/reminders of what grade level writing looks like as the year continues and expectations change

Grade 1
- As each month passes those who are able to achieve the monthly goals are widening the gap between those who are not. Rather than being class monthly goals, the timelines need to accommodated for each student. This necessitates students being grouped by writing goals and monitored as such. 

Grade 2 
- Students need to be given space to intentionally reflect on their work and understanding in multiple subject areas to growth in their ability to self-assess. 

All
- Students need repeated exposure and opportunity to reflect on their own work and writing samples. 

Next Steps

Kindergarten
- Use MyBlueprint to inform/teach parents
- See how other Kindergarten classes are using MyBlueprint
- Improve student utilization of new word wall

Grade 1
- Print "I Can" statements from ELA 1 curriculum onto chart paper
- Group students according to similar writing goals
- Meet with students to discuss the goals they are working on in their Journal Writing time 

Grade 2
- Provide students timely constructive feedback on writing rough drafts before editing
- Allow students to reflect on their rough drafts by completing a "Two Stars and a Wish" sheet which will assist them in identifying strengths and areas of growth. 
- Beginning in January students will complete a bi-weekly reflection on the habits of effective learners. They will be provided the opportunity to choose a habit (either academic or social-emotional) and to track its utilization for two weeks. They will then reflect on their progress or desire to continue to practice this habit. 
- Beginning in January students will analyze a previous piece of writing from the beginning of the year to where they are currently at. They will identify areas of growth and areas of need. This will help to inform them as they set new writing goals. 
- Students will self-assess their knowledge and level of understanding at the end of a Science unit using the clear learning targets from that particular unit.