By DrBy Jeanine A. Jeanine Irons, PhD
One way of fostering agency and self-efficacy in students, increasing their accountability for their learning, and reducing negative self-perceptions regarding assessments, is to provide students with an overview of the course in the form of a checklist. Encourage them to refer to the checklist as the semester progresses to monitor their own learning. This can be achieved by creating a chart like the example below and making it available to students:
STUDENT SELF-ASSESSMENT CHECKLIST EXAMPLE
SCI 100: Introduction to Science
•Successful completion of the course requires demonstrable knowledge of the following items.
•The course focuses on areas of content learned through group and individual work.
The numbered column facilitates discussion of the chartchecklist. The second column can be pre-populated with the intended learning outcomes for the course, which you can take directly from the syllabus.
As you progress with the students during the semester, remind them from time to time to use the Self-Assessment chartchecklist. You can do this by saying something such as:
“By the end of this week, you should be able to check off Items 6 and 7. If you need to mark either of those as ‘I think I can,’ you can review the handout, Hypotheses in the Scientific Method, which is in the Resources folder in Blackboard, to bring yourself up to speed. If you need to mark either of these as ‘I can’t,’ review the handout, study your group annotations on chapter 5, and be sure to speak with the TA about it in Recitation, or make an appointment to come to virtual office hours.”