Self Assessment Criteria

problem solving   Student Self-Assessment Criteria 
Self-Assessment
(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.

5 I can understand and explain multiple ways to approach the task.  I can identify mistakes in solving the tasks and offer solutions.  I can analyze other strategies and connect them to each other and/or my own thinking.

 
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 5 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.
   Learning targets are building blocks to each NC Standard.