Lesson Closure - Student Self-Evaluation

Lesson closure continues as a theme this week, since it is the focus in many of our buildings. In a nutshell, a strong lesson closure includes three parts:

•  a formative assessment aligned with the learning target and success criteria. This could be formal or informal.
•  a student evaluation/reflection aligned with the learning target and success criteria
•  a feeling of wrap-up and a transition to the next learning target or lesson

As instructional coaches, we almost always see formative assessment, but frequently teachers struggle to include student self-evaluation, even though it ranks at the top of John Hattie’s list of strategies with the highest impact on student achievement. 

Here are some quick and easy ways to help student self-evaluate their process. 

•  Rating form (electronic or hard copy). However, a simple 1-2-3-4 is far less helpful than requiring students with a 1-2-3 to identify their area of struggle 
•  Fist or five (students hold up 0-5 fingers to demonstrate level of understanding). Teacher may record students names/self-assessment number
•   Exit slip asking for answers to reflective questions about mastery of learning target. Teachers skims to determine level of understanding or can sort for students needing intervention
•  Rubric that students mark, using pencil, at the end of each work period, and then set a written goal for improvement
•  Co-created rubric (teacher and students) that the students complete at the end of the lesson
•   Post-its on which students write a question they have. These are left on the white board or door
•  Continuum—students place a Post-it with their name along a continuum toward mastery so that teacher can individually assess student proficiency
•  Students talk to a partner about their mastery of the learning target/success criteria. Teacher walks around, taking notes on student conversations
•  Forced choice—vote  with your feet—students stand in the part of the room that describes their progress toward the learning target (“I could teach it,” “I mostly get it,” “I am a little lost,” “ I am completely lost"). Teacher records those needing help and may match strong students with struggling students
•  Student compares his/her work with a model, identifying where he/she needs to improve