Synopsis
In the foreword to Self-Assessment and Goal Setting, Heidi Andrade explains that self-assessment is a key element in formative assessment because it involves students in thinking about the quality of their own work rather than relying on their teacher as the sole source of evaluative judgments. Throughout this second book in the Knowing What Counts series, authors Kathleen Gregory, Caren Cameron, and Anne Davies describe ways for teachers to create more involved students by including them in the assessment of their own work. The first section in this book provides ten self-assessment activities for students and details how to: (1) introduce the purpose of the activities to students, (2) implement the activities, and (3) provide different opportunities for practice. The authors encourage the reader to adapt the examples they provide as needed to best fit their specific needs and circumstances. In the second section, the authors describe how to make goal setting a logical extension of self-assessment. Guidelines are provided for short-term and long-term goals. The third section contains common questions teachers may have about the concepts presented in the first two sections of the book as well as questions parents and students may bring to educators in response to the activities described in these sections. The authors respond to these questions in detail, giving educators the knowledge they need to properly implement these strategies and respond to others concerns.
About the Author
Kathleen Gregory, BA, MEd, has more than 30 years experience teaching at secondary, elementary, and middle schools. With a background in assessment practices and literacy strategies, she has also been a district curriculum coordinator and a support teacher for classroom teachers and school teams who are integrating students with special needs. A former teacher-in-residence at the University of Victoria, Kathleen is currently an instructor for literacy and assessment courses for pre-service teachers and is a consultant to many school districts in developing their own approaches to conferencing, reporting, and authentic assessment strategies. Caren Cameron, MEd, has worked as a teacher, a District Principal of Educational Programs, and a sessional instructor at the University of Victoria. Currently she is an educational consultant working with school districts across Canada on a variety of topics including assessment and leadership. She is the coauthor of a dozen practical books for colleagues, including a series for middle and primary years called Voices of Experience. Anne Davies, PhD, is an author, a consultant, and a researcher. With more than 30 years of experience in education, Dr. Davies has worked in a variety of positions, including classroom teacher, school district coordinator, department of education planner, school administrator, and university instructor. She applies her expert knowledge of developing quality assessments toward her mission to increase the possibility of learning for all our students. A world-renowned keynote presenter, her genuine care and commitment to support educators and their important work make her an approachable and insightful specialist. Educators at every grade level throughout Canada, the United States, and other countries have benefited from the high-touch support Dr. Davies provides during professional development events and multiyear projects. She has worked with the University of Southern Maine; University of Victoria, Victoria, BC; University of Saskatchewan, Saskatoon, SK; McGill University, Montreal, QC; Lewis and Clark College, Portland, Oregon; and the University of New England, Portland, Maine. Dr. Davies is author/coauthor of more than 30 books and resources, including the bestseller Making Classroom Assessment Work, the Knowing What Counts series, the award-winning two-book set, Classroom Assessment, and The Facilitator s Guide to Classroom Assessment K 12. She has written book chapters, including Involving Students in the Classroom Assessment Process in Ahead of the Curve, and articles for educational journals and publications worldwide. Dr. Davies earned a doctorate in education from the University of Victoria in British Columbia, Canada.
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