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Involving Students and Families in Ongoing Reflection and Assessment
|Grades||K – 2|
|Lesson Plan Type||Recurring Lesson|
|Estimated Time||5-10 minutes per session|
Create a partnership with families by structuring student reflection and family response through daily and weekly student self-assessment. Students begin by writing a sentence or two each week reflecting on what they have learned, what they have done, or what they liked in class that week. Later, they progress to daily reflections and records of their school activity, in which they create and monitor their own learning goals. Families respond to these student reflections, which become the basis for discussion among family, teacher, and students. The reflections are also a key resource in regular student-family-teacher conferences that take place during the term.
Tips to Share with Families: This handout for parents includes tips to help parents encourage their students' writing.
Weekly Progress Form: Students can use this form to set weekly goals and to reflect on assignments and events each day.
Student-Family-Teacher Conference handout: This handout explains the expectations and procedures for student-family-teacher conferences.
Involving students and families in assessment can be a powerful way to encourage student ownership and responsibility for classroom work. Further, by connecting students' work in the classroom to their out-of-school learning, involving families in assessment validates and supports home learning-whether home language learning, out-of-school literacy experiences, or other formal or informal educational activities. Perhaps most rewarding in this system is the ways that it connects families to students. Alice Kimura explains in the School Talk article "Involving Parents in the Assessment Process," which is the basis of this lesson plan, that such systems "keep parents involved and informed and invite them to become stronger advocates for their children and their learning needs" (6). Additionally, "regular opportunities for slowing down and thinking about what has taken place at school helps students to focus on their goals for learning, on what they have done well, and on what they need to continue to work on the next day" (6).
Kimura, Alice. "Involving Parents in the Assessment Process." School Talk 10.1 (October 2004): 6-7.