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Outcomes and indicators

This matrix is used to guide student self-evaluation. It was developed for the AToL project and provides way to collect evidence about student perceptions. The record sheet that follows enables students to track their progress.

Matrix of indicators of student involvement in their learning

OUTCOME ONE: Improve student learning and achievement
  Beginning Developing Developed Advanced
Students will be clear about what they are learning and why Sometimes I can explain what I am doing
BUT
I don’t really know what I’m meant to be learning 		Usually I can explain what I am doing
AND
sometimes I can say what I am meant to be learning 		I can explain what I am meant to be learning,
BUT
I don’t really know why I’m learning it 		I can explain what I am meant to be learning
AND
I can explain why I’m learning it
Students will be clear about how they will achieve the learning goals I rely on the teacher to show me how to go about learning (achieving the goals) With the teachers help I can sort out how to go about achieving the learning goals,
 BUT
 often I’m not sure of how to go about it 		I decide by myself how to go about achieving the learning goals
 AND
 sometimes I can work out what my next step should be so that I improve 		I decide by myself how to go about achieving the learning goals
 AND
 I can work out what my next step should be so that I improve
Students will be clear about what the learning might look like I don’t use examples, model answers or criteria (a checklist) to help me with my learning Sometimes I use examples, model answers or criteria (a checklist)
AND
relate this to what I’m learning 		I can explain how model answers and criteria (a checklist ), that I have helped to write, are related to what I am learning I can explain how different parts of my learning relate to criteria using models of quality work
AND
I can further improve my learning to a high level by writing criteria by myself
Students will be clear about how well the learning has been achieved (self-assessment ) I have little idea about how to mark my own work
AND
I don’t know what I need to do to improve in relation to the criteria 		I rely on the teachers support / feedback when evaluating my own work in relation to the criteria
BUT
Sometimes I can use this to improve my learning 		I think about my learning and progress in relation to criteria
BUT
I’m not always sure about the next steps that I need to take to improve 		I evaluate my learning in relation to criteria
AND
I set my own goals
AND
I come up with my own ways of improving my learning
Students will self-evaluate and regulate their own learning by reflecting on their present achievement and progress to decide on their next learning goals I totally rely on the teacher to see how well I am doing With the teachers help I can look at the work / tests I have produced and reflect on how well I am doing
BUT
I have some trouble setting goals for myself that relate to my learning 		I can identify what I have done well and what I need to work on
AND
I am starting to set goals that relate to what I am meant to be learning 		I can reflect on my own learning and my classmates learning
AND
I can set clear goals to improve the learning that I’m meant to be doing

At different times of the year you will be asked to identify where you are at (Beginning, Developing …etc.) This gives you a chance to reflect on your progress and identify what you need to do so that you improve

Date: ____________

First self-assessment:

Carefully read through all of the boxes above (Beginning, Developing …etc.) and place today’s date in the box that describes you best. Answer the following three questions as thoughtfully as possible.

  • Why did you place yourself in the box that you did?
  • What are your next steps?
  • How will you go about achieving your next step?

Date: ____________

Second self-assessment:

Carefully read through all of the boxes above (Beginning, Developing …etc.) and place today’s date in the box that describes you best. Answer the following three questions as thoughtfully as possible.

  • Why did you place yourself in the box that you did?
  • What are your next steps?
  • How will you go about achieving your next step?

Date: ____________

Third self-assessment:

Carefully read through all of the boxes above (Beginning, Developing …etc.) and place today’s date in the box that describes you best. Answer the following three questions as thoughtfully as possible.

  • Why did you place yourself in the box that you did?
  • What are your next steps?
  • How will you go about achieving your next step?

Word icon. Self-evaluation sheet (Word 36 KB)

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