Student Self-Assessment Criteria
(1 being low proficiency and 4 being high proficiency)
1 I don’t get this at all. I don’t see connections to other concepts to help me solve the task and I can’t get a reasonable answer.
2 I get some parts of the task and can do some of the process but I have trouble explaining my thinking and finding a reasonable answer that works.
3 I understand the concept and can solve the task, but I still have some trouble explaining my thinking and making connections to other concepts.
4 I understand the task and can consistently solve other tasks like it. I can explain my thinking and make connections to other concepts. I could help someone else understand.
In our classroom we are constantly assessing what we know and what we need to know.
We post learning targets/standards as we advance in math. We also use criteria to self-assess along with teacher formative assessments. Above you will find a list of the student self-assessment criteria we use in class. It is a work in progress as students help better define the 4 basic levels of proficiency. We use a similar scale when looking at their proficiency. Evidence of student learning for each target is kept in a portfolio in our classroom for use by the student, staff, and family to keep track of learning target progress. Look on the separate Learning Targets Page for the specific targets as we get to them. We update these with each new investigation.