Teaching Students to Self-Assess

How Metacognition Helps Students Take Ownership Over Their Learning
1. Auflage 2027
ISBN: 978-1-041-39195-1
Verlag: Taylor & Francis

Buch, Englisch, 152 Seiten, Format (B × H): 178 mm x 254 mm

Give students ownership of their learning by teaching them metacognitive strategies, reflection, and self-assessment.

This easy-to-follow, valuable guide from assessment expert Starr Sackstein walks you through how to build those skills in students and how they will help them succeed in the future. You’ll learn how to teach objectives and goal setting so students understand what and why we are learning. You’ll also gain strategies to increase students’ academic vocabulary around metacognition and self-assessment, while giving them tools to advocate for themselves and track their learning progress. In addition, you’ll learn ways to use feedback to deepen student reflection and differentiate learning. Each chapter includes activities and examples, as well as end-of-chapter reflection questions.

With this useful guide that you can return to again and again, you’ll be able to help your students develop agency and ownership, so they can grow as learners in and out of the classroom.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Sackstein, Starr

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen

Inhaltsverzeichnis

Introduction: Why metacognition, reflection, and self-assessment? 1. What is metacognition and reflection? How do they support self-assessment? 2. How do we teach students to get clarity and set goals? 3. How do we scaffold the reflection process using metacognitive strategies? 4. How can we use metacognition, reflection, and self-assessment to support differentiated feedback throughout the formative assessment process? 5. How do we leverage metacognition, reflection, and self-assessment to support effective self-grading practices? 6. Why do we need to shift the traditional grading paradigm? Final Thoughts and Next Steps

Über Autor(innen)

Starr Sackstein is an assessment reform advocate and education consultant who transforms teaching practices to meet students where they are and give them voice in their learning. With more than 20 years as an educator, she champions learner-led paradigms that emphasize metacognition and feedback over grades. A prolific author and speaker committed to reshaping global assessment practices, Starr is also a dedicated parent, partner, animal enthusiast, and adventurer seeking new challenges.