In the foreword to Self-Assessment and Goal Setting, Heidi Andrade explains that self-assessment is a key element in formative assessment because it involves students in thinking about the quality of their own work rather than relying on their teacher as the sole source of evaluative judgments. Throughout this second book in the Knowing What Counts series, authors Kathleen Gregory, Caren Cameron, and Anne Davies describe ways for teachers to create more involved students by including them in the assessment of their own work. The first section in this book provides ten self-assessment activities for students and details how to: (1) introduce the purpose of the activities to students, (2) implement the activities, and (3) provide different opportunities for practice. The authors encourage the reader to adapt the examples they provide as needed to best fit their specific needs and circumstances. In the second section, the authors describe how to make goal setting a logical extension of self-assessment. Guidelines are provided for short-term and long-term goals. The third section contains common questions teachers may have about the concepts presented in the first two sections of the book as well as questions parents and students may bring to educators in response to the activities described in these sections. The authors respond to these questions in detail, giving educators the knowledge they need to properly implement these strategies and respond to others concerns.

Self-Assessment and Goal Setting (Knowing What Counts)

Education & Teaching

Cameron, Caren

Gregory, Kathleen

Davies, Principal Lecturer in Law Anne

Schools & Teaching

Solution Tree

When we involve students in conferencing and reporting, they take a lead role by selecting and showing work samples, demonstrating skills, talking about their learning, and asking their audience for a response. In Conferencing and Reporting (the third book in the Knowing What Counts series), authors Kathleen Gregory, Caren Cameron, and Anne Davies provide examples of ways to support learning by involving students in the conferencing and reporting processes. Richard Stiggins explains in the foreword that the authors provide clear and specific instructions for what to do in preparation for, during, and after conferences to leave learners feeling pride at what has been accomplished, as well as a connection between that and their plans for what comes next in their learning. This book acknowledges that, in addition to teachers, students are data-based instructional decision makers, too. The first section of this book includes ideas for how to help students initiate informal conversations about their own learning. In the second section, the authors describe different types of conferences in which students review their learning, including conferences between a student, teacher, and parents, conferences about IEPs that include the student, and conferences between the teacher and the student. The third section provides a list of common questions educators may have regarding the content presented in the first two sections. The authors respond to these questions in detail and provide examples for ways educators can adapt the methods in question to serve their specific needs.

Conferencing and Reporting (Knowing What Counts)

Discover how to increase the efficacy of your assessment practices and motivate students to take ownership of their learning. Educators from a variety of disciplines share techniques and firsthand strategies for creating systems of assessment that target student needs and engage them in the learning process. Learn how to leverage learning evidence to cultivate a collaborative environment where students thrive.
 Benefits
 - Learn to seek feedback and to apply insights from both failures and successes, while maintaining a sense of humor, in order to strengthen student learning. - Identify quality classroom assessment, and implement it in your own classroom. - Use assessment to amplify learning across disciplines and school systems. - Build partnerships with students to motivate them to take ownership of their learning.

Quality Assessment in High Schools: Accounts for Teachers

Busick, Kathy

Herbst, Sandra

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