Emerging Advanced

1. Understand the The teacher may see a need for students to develop their self- The teacher understands that being able to self-assess plays an
assessment skills, but doesnt see a connection to how it helps important role in helping to cultivate future ready learners. The
importance of students be future ready in todays world. teacher advocates for students to grow these skills.
student self-
assessment in
cultivating future
ready learners
2. Grow a culture of
self-assessment
Teacher models using The teacher may share some of his or her thinking about self- The teacher consistently shares his or her process of learning
self-assessment to assessment, but does not elaborate, and or share personal about a variety of topics, shares steps he or she takes to learn,
learning experiences with students. and reflects on or demonstrates the process of self-assessing and
enhance learning using the information to devise a plan, take action, monitor
progress.

Learning goals and Learning goals and criteria for performance may be shared, Students contribute to identifying the learning goals and criteria for
criteria for but are not made clear, or students cant relate them to the a quality demonstration of their learning. They can relate them to
learning. their learning.
performance are clear
and utilized

Instruction is flexible During a lesson, students may try to self-assess, but are not Students know when a self-assessment would benefit their
to allow for students to given adequate time to do so. learning, and there is a routine in place for them to be able to do
so.
self-assess
 Emerging Advanced

3. Supports student
development of
self-assessment
skills:
Students use Students may use criteria to evaluate their performance, but Students consistently use established criteria to accurately
established criteria to they may misinterpret criteria or the application of the criteria evaluate their performance.
to their work, and or may be inconsistent in their ability.
accurately evaluate Students demonstrate a nuanced understanding of varying levels
their performance of performance and can point to specifics that would make one
example superior to another as evidenced in ways such as;
discussion, contribution to the criteria, and their thinking in their
self-assessment.

Students use Students may use their self-assessment information to set a Students can independently use their self-assessment data to set
information from self- goal, devise a plan, or take action, but cant yet do all of these a goal, devise a plan, and take action.
successfully in a way that increases their learning
assessment to set a performance.
goal, devise a plan,
and take action

Students use self- Students may re-assess on their progress, but it isnt done with Students know when to re-assess their progress, and monitor
assessment as an purpose or consistency, and doesnt improve their their progress throughout the learning task and make adjustments
performance. to achieve their goal.
ongoing tool to
monitor their progress

Emerging Advanced

4. Encourage
students to think,
reflect, and deepen
their understanding
Teachers use self- Teacher may help students plan, but there isnt adequate Students know how and when to seek out teacher to get teacher
assessment to help follow through in the process. feedback on their proposed next steps or plan. The teacher and
student may problem solve together in this ongoing process.
students plan and
monitor their progress
toward goals

Teachers use student Teacher may look at student self-assessment but it doesnt Student and teacher work together to interpret students progress,
self-assessment to influence any changes in instruction and make plans together to fill gaps or pursue enrichment.
inform instruction