This year I have worked very hard to find new ways to monitor student learning. One of the tools that proves to be the most effective is for students to monitor their own progress. In order to do this, I must make sure the learning goals and targets are clearly laid out for students. When students know what is expected ahead of time, they are more likely to put in more effort because they do not have to guess as to what makes their work proficient. I have also discovered that when students self-monitor and are given timely feedback, they are more likely to correct their mistakes or redo assignments in order to earn a higher score. One of my favorite teaching moments occurred while students were working on their Bloom Ball projects during our unit on story elements. Students needed to complete 12 tasks, 7 of which received an SRG score. Students submitted individual tasks as they were completed. The tasks were scored, using a preset rubric. Students tracked their own scores and were able to use the rubric and written feedback in order to correct and resubmit assignments. I found that the majority of students were willing to correct mistakes or redo work, because they had a clear understanding of what was expected. Students not only monitored their own work, but I would regularly overhear students discussing what was expected and they soon begin to self-assess before assignments were turned in.
District test scores, such as Benchmark Tests, and the Scholastic Reading Inventory, are used to monitor student growth. Prior to students taking the winter SRI, I met with each student and we talked about their fall scores. I we discussed where each student was at individually and talked about where they would like to be on their winter test. After taking the test a second time, I had students reflect on their progress.