Many teachers give students a checklist for a project or writing, have them complete it, and then compared the checklist to their actual work. Often times I find that the checked off  items do not actually appear in the project or writing. Since my students do the checklist as the last thing before handing in the project, they often just “check  off” everything  just to get it done.

I have found two different strategies that helps them to be more realistic in their self-assessment.  In the first one, they number the lines in their word processed project or writing.  Then as they answer each checklist item, they write in the number of the line which demonstrates this item. For the third question which is about having topic sentences, they may have  “3. I have a topic sentence a- 13” to indicate that the evidence for the  topic sentence is in line 13.  A quick review can confirm that the evidence is actually there.

Another strategy  is for them to put the number of the checklist items directly into their word processed project or writing.  If they have not word processed it, they can use sticky notes to indicate  where checklist item is. They may have a topic sentence followed by the number 3, the checklist item that asks if they have a topic sentence;  for example, “Local grocery stores have higher prices than big grocery stores (3).

Either strategy causes them to think more carefully about the self-assessment checklist. Since they have to provide evidence, they are more honest in their responses. As they do the checklist in this more realistic nature, they see their strengths and learning gaps.

Dr. Harry Grover Tuttle focuses on assessing and improving student learning through low- and high-tech tools.

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