Hi Joyce,
 
Thanks so much for this, what a great process you have established!  
 
A couple questions for you - are the students involved in developing the
rubric at all?  And do they get to select pieces of work that they feel
best represent their abilities? Or is this a joint effort between
student and instructor?
 
Also, how do report to your funder?  Do you only report the standardized
test scores or do you also report on the student portfolios?
 
Finally, I see you are a professional development specialist - so I
assume that you focus on helping the teachers and other staff to learn
and improve their own abilities in working with the process.  How do you
generally bring the professional development to the staff on the student
self assessment piece?
 
Thanks!!
 
Marie
 
 
 
Marie Cora
 <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com
NIFL Assessment Discussion List Moderator
http://www.nifl.gov/mailman/listinfo/assessment
 
 
 
 
 
 
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Joyce Winters
Sent: Tuesday, May 06, 2008 11:10 AM
To: 'The Assessment Discussion List'
Subject: [Assessment 1300] Re: Student Self-Assessment
 
We use a form of student self-assessment in Ohio through the
standards-based Ohio Portfolio System.  Each student has two folders:
one is an administrative folder containing sensitive, personal data
including standardized tests;  the other is a student folder containing
student work that demonstrates progress toward the student's goals.
Assessment is focused on evaluating how the student has progressed by
comparing early work with later work to see changes over time.  Material
included in this folder is chosen by the student using specific criteria
and reviewed by the instructor. 
 
In a quick summary, the process begins with creating student work
following the initial diagnostic testing.  Instructors rely upon the
standards and diagnostic results to build the criteria for student work.
During a student conference, a checklist, rubric, or other form of
scoring guide is given to the student to help the student assess his/her
progress so that the material isn't just a collection of assignments.
The student reflects upon his/her work with guiding questions such as,
"What does this work show about what I've learned and can do?" and "I
will put this in my portfolio because it shows that I can..." The
student then judges his/her work to determine what he/she needs to learn
next to move closer to meeting the goal set during orientation.  During
regularly scheduled conferences, the instructor also judges student work
to determine what work should be assigned to extend the student's
learning or how instruction should be changed to help the student meet
the established goal.   
 
We've found this portfolio process to be enormously beneficial as it
provides a structured opportunity for students to reflect upon their
learning, their strengths and weaknesses and what adaptations are needed
to help remove barriers.  Students are now more aware of why they are
learning and how to apply knowledge to their lives, rather than just
focusing upon "what do I need to know to get my GED?"
 
 
 
Joyce Winters
Professional Development Specialist
NWRC/Owens Community College
PO Box 10,000
Toledo, Ohio 43699
567-661-7675
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