TPE 5

TPE 5.3: Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

What is this?
This is a math self-assessment of my own creation that I administered during my full-time student teaching placement. I gave it to the fourth grade students as we worked through our chapter on addition algorithms. The task consisted of two main parts: a computation section followed by a self-assessment rubric. On the first page of this activity, students were asked to solve addition problems using a specific addition strategy. On the second page, students completed a self-assessment wherein they graded themselves on their ability to properly use each strategy. They also had the opportunity to write questions for me on their self-assessment.

Why did I choose this?
I chose this artifact to represent TPE 5 because it was a useful activity for self-reflection. The students not only had the opportunity to demonstrate understanding of the learning goals, but took time to engage in reflection. Additionally, the self-assessment exercise served as a precursor to the next part of our unit, wherein students engaged in higher-order thinking by analyzing which algorithm is best suited to different problems. By first assessing their own proficiency with each algorithm, students gained awareness of their strengths and weaknesses, enabling them to make informed decisions during problem-solving activities.

What did I learn?
As I reviewed the results of this assessment, I learned the value of reflection. I took their results and created supplemental activities to help them meet our learning goals. For example, some students struggled with the standard algorithm as it pertains to multi-digit addition. The following day, I pulled these students into a small group where we practiced the standard algorithm using graph paper, whiteboards, and base ten blocks.