Student-Led Assessment

Students will need some king of structure for conferences that happen at mid term and end of term. You can model one (fishbowl) with another adult or have two of your best students model one. Record this example and make it available. Here is a sample Starr did with another teacher. Fishbowl Example
Create a Google form for the students to fill out prior to the conference. This will help the students to know exactly what to expect. For example, the form should ask them where they are most improved, the level of proficiency they have reached, what evidence they have, and what goals they have going forward. Both teacher and student should keep of list of what is said. Focus on what the students deem as most important about their goals and progress rather than what they are doing wrong. Let them lead. Some conferences will last longer than others. After conferences grades should be no surprise.

Students who will persevere when they fail at a level of a video game may not do so in class. Many students have been enabled by previous teachers and parents who gave them the answers when they asked. They also may have had teachers who haven’t asked them to think so they need to relearn how to learn. Let them know the benefits of productive struggle prior to asking for help. Their goal should be to take control of there own learning.
Ask them what they learned last week to evaluate their performance, and what changes they will make next time. Be sure to model self-awareness and self-management. Create an environment where students ask each other before they ask the teacher. Ask students for feedback on your teaching methods and use their feedback to improve. The chapter also contains how several students view the positive nature of group work.

In order to do this the students need to be able to work independently when they are not conferencing with the teacher. This will be easier if students are working on projects. There are two types of in class conferences. Group conferences can involve groups of students with similar needs or random groupings. Here you listen and determine the best feedback you can offer. They may contain questions that only apply to one student.
Individual conferences need to be planned like the midterm and end of term conferences. Give students a form to fill out and an order for the conferences. Try to let the students lead the conferences and listen carefully. Take notes that will help you follow up. Some students will need extended time that can occur outside of class. In some cases you can follow up and give feedback using digital tools.

The first conference of the year is a testing ground. Here you find what works and what needs work. Plan for extra time. Model reflections with think-a-louds for the class. Ask students how they have grown and how they know it. There should be no focus on grades. Hold a quick goal setting conference before the first assessment conference. Students are more likely to achieve their own goals than arbitrary goals you pose.
The quality of the questions you ask is important. They must not be leading or condescending. Rather they should be thoughtful and encouraging. Don’t always supply answers in order to encourage productive struggle. One example is “how do you know that you have met your learning objective?” There are other examples here. Be sure to allow wait time and provide cues when necessary.