What is it?
Self-Reporting Grades are when students grade themselves on their work using a rubric or other method to show their effort. When students are able to grade themselves, it lets them have a feeling of ownership not only over their work, but over how well they believe they did on the assignment or project. While these should be used in conjunction with teachers also grading their work, the students' self-reported grade should have an impact on the final grade given.
When to use it?
Self-reporting grades can be used at any time students are doing work or projects. If they are going to be used, they need to be used consistently so students can see their growth, as well as learn how to assess themselves.
Who to use it with?
This can be used with all students, though there may be some that are not mature enough to properly use this support. When grading themselves, students need to be honest with their work and learn how to tell the different levels of grades apart. If students are consistently giving themselves high grades for low-grade work, this may be a sign that this is not a support for them.
How to progress monitor?
This support itself is a progress monitor.
Implementation:
In order to implement this support, students need to be taught how to use it, as well as how to distinguish what level their work is at. This takes practice and engagement, and may take time to make sense to students. When implemented properly, it can be a powerful support as student learn what their level of work is at, what they can improve, and how they can then improve their work. Below are two different ways for students to track grades, one using different visual faces, and the other using numbers and charting their growth, as well as leaving space to allow them to write what they need to work on.
It is also important to note that the teacher should be using their grades the students give themselves to produce a final grade for the assignment. If this is not done, students will not find as much value in the support.
It is also important to note that the teacher should be using their grades the students give themselves to produce a final grade for the assignment. If this is not done, students will not find as much value in the support.
Citations:
Davis, D. S., & Neitzel, C. (2011). A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment. Journal Of Educational Research, 104(3), 202-215.
Ellen L. Usher & Frank Pajares, Self-Efficacy for Self-Regulated Learning: A Validation StudyEducational and Psychological Measurement June 2008 68: 443-463, first published on November 26, 2007doi:10.1177/0013164407308475
McTigue, E., & Liew, J. (2011). Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms. Clearing House, 84(3), 114-118.
Ellen L. Usher & Frank Pajares, Self-Efficacy for Self-Regulated Learning: A Validation StudyEducational and Psychological Measurement June 2008 68: 443-463, first published on November 26, 2007doi:10.1177/0013164407308475
McTigue, E., & Liew, J. (2011). Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms. Clearing House, 84(3), 114-118.