Reflection and Self-Assessment

Reflection allows students to internalize what they have learned, make personal connections, process the information at a deeper level, and find meaning. Reflection time signals the brain that the information is important and should be retained and remembered.

Reflective assessment can take place at any point of the learning process; it can be either a formative or summative assessment, that is, an assessment for learning or an assessment of learning. Sometimes the experience of learning tends to get lost in the process of getting the work done. Reflective assessment gives students the opportunity to record their thoughts, feelings, observations, contributions, tasks, and questions in a written journal format. Reflective assessment can be guided by prompts or left completely open-ended. A reflective assessment journal can be maintained throughout the learning and can be a form of interaction and communication between the student and the teacher.

Reflective assessment can also be in the form of an impact paper where students answer an essential question, assess what was learned, make connections to personal experience and the real world, evaluate interpersonal and collaboration skills, and set goals for improvement and further exploration. Reflective assessment helps students internalize knowledge and skills, develops intrapersonal skills, and encourages students to pose meaningful questions of continued inquiry.

Self-assessment is another form of reflective assessment. This subjective assessment requires the student to give an honest critique of their own work, contributions, and collaboration skills. Self-assessment can be in the form of a checklist, Likert scale, or open-ended response. Self-assessment makes behaviors conscious, allows students to self-evaluate in comparison to others, develops internal standards, celebrates successes, and provides an opportunity for improvement.

Watch the video below about student-involved assessment.