A rubric in student language written for high school students to self-assess their science research skills as they plan and conduct experiments.
A checklist used by high school students to self-assess how well they take responsibility for their own learning.
A checklist used by middle school students to self-assess how they take control of their own learning.
A checklist used by middle school students to prepare for an oral presentation.
Student generated assessment and example of how it was turned into a bulletin board at the kindergarten level
A rubric in student language written for middle and high school students to self-assess the completion of a given task.
A rubric in student language written for middle and high school students to self-assess the completion of a given task.
A rubric in student language written for middle school students to self-assess individual roles in a team.
For self-assessment, single-choice SCQ and multiple-choice MCQ questionnaires are not very user-friendly. Three other types of more playful activities are:
- Drag-and-drop on an image exercises which allow learners to check if they can orient themselves in a sketch or graph. They work by simple drag and drop
- Gap fill in texts with or without contextual images which require a little more concentration on the part of the learner, but are very fruitful in ensuring that difficult concepts are well understood
- Categorization exercises which complement the previous two activities well: learners organize the elements into categories and thus learn to distinguish their characteristics
There are many environments for developing such activities, but most of them are paid and their deployment can cause various problems.
It therefore seemed justified to develop solutions that are easy to implement and free of rights, shared as open educational resources.
DESCRIPTION:This is a self-assessment resource to be used as a pre-assessment and discussion piece within a unit on the executive functioning skill of time management. This can be paired with a wide variety of media, case studies, direct instruction or other resources to address student needs in the area of time management.INSTRUCTIONS:The resource is created in google forms. When using or remixing this resource, please go to the menu (top right corner), select 'Make a Copy', and you will generate an individualized link to your own copy that can be retitled and adapted to suit your needs.
A checklist in student language used by high school students to self-assess their timelines.
A checklist in student language used by middle school students to self-assess their timelines.
A rubric in student language written for high school students to self-assess timelines.
Part of a larger website devoted to transliteration, this is an exam that tests the ability of the listener to hear the correct Arabic word in a phrase or sentence, and then choose the proper transliterated word via a multiple choice question. The exam keeps track of the number of words guessed correctly. Examples are taken from the Qur'an.
A rubric in student language used by high school students to meet high standards of quality as they use heuristics (problem solving techniques and rules of thumb) to solve problems.
This module provides students with resources and ideas for how to enhance an experience using reflection. It provides an introduction to the DIVE framework of reflection, a series of resources, and sample of how the DIVE framework could be used to examine an image, provides students an opportunity to practice using the DIVE framework, and offers students an opportunity for self-assessment.
A rubric in student language written for middle school students to self-assess a video-recorded newscast on a specific topic.
A rubric in student language written for middle school students to self-assess a video production.
Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2023. This document is a student-friendly self-assessment activity for Advanced Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that world language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions or concerns.
Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2023. This document is a student-friendly self-assessment activity for Advanced Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that world language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions or concerns.