This book details how teachers can encourage students to assess their own academic progress on a daily basis and develop critical thinking and study skills in the process. It explores how students can become reflective and self-regulated learners—and what it can mean to teachers to become reflective models of life-long learning.
The authors present the concept of authentic assessment, in which students actively evaluate their own learning in ways that are meaningful (or authentic) to their educational experience. Based on a pilot project in Michigan schools, the authors discuss the student portfolio of work as an assessment vehicle as well as a bridge between school and home.
The text includes ideas and suggestions for activities that provide both learning and assessment opportunities.
Introduction: A Vibrant Classroom
- Creating Motivating Classrooms
- Features of Authentic Assessment
- Consequences for the Participants
- Overview of This Book
- Statement of Rationale and Goals
Goal 1: Understanding Self-Regulated Learning
- Characteristics of Self-Regulated Learning
- Learner-Centered Psychological Principles
- How Traditional Practices Undermine Self-Regulated Learning
Goal 2: Understanding Learner-Centered Principles of Assessment
- Assessments That Promote Reflection
- Students' Self-Assessment
Goal 3: Promoting Students' Reflections Through Classroom Activities
- Using Portfolios to Enhance Self-Assessment
- Self-Evaluations, Inventories, and Surveys
- Journals, Self-Portraits, and Letters
Goal 4: Strengthening Home-School Connections
- Parents' Profiles of Their Children
- Parent-Teacher Conferences
- Home Portfolios
- Dialogue Journals
- Home-School Classroom Activities
Goal 5: Becoming Reflective Teachers
- Characteristics of Reflective Teachers
- Consequences of Being Reflective
Final Review: Learning, Developing, and Becoming
- The Importance of Reflection
- Ongoing Opportunities for Reflection
- Self-Assessment Promotes Personal Development
Appendix: Learner-Centered Psychological Principles
About the Authors
Scott G. Paris is a professor of psychology and education at the University of Michigan, his undergraduate alma mater. He received his PhD from Indiana University and has studied children's learning, literacy, and motivation with a variety of methods for more than 20 years. His work with children and educators in Australia, as well as across America, has provided valuable opportunities to learn about different approaches to education. His research extends and applies theories from developmental and educational psychology to practical problems of learning and instruction in K–12 classrooms.
Linda R. Ayres is the language arts coordinator for Walled Lake Consolidated Schools in Michigan. She was an elementary school teacher and reading specialist and has participated in children's literacy education at many levels. She completed her PhD in reading and language arts at Oakland University, where her research focused on young children's phonological awareness and reading acquisition. Other interests include reading comprehension, writing instruction, and cross-age tutoring. Linda and Scott have collaborated for several years on the portfolio project described in this book.