Formative Language Assessment Records for ELLs
Assessment Tools > Student Self Assessment

Student Self Assessment

flare diagram

Student self-assessments will give students the opportunity to evaluate their own and their peers' language learning progress. Research suggests that when students are expected to evaluate themselves and when they view their input in the learning progess as meaningful, their self-assessment can be very helpful, if not integral, to their learning (Brown & Hirschfeld, 2007; Heritage, 2007). Self-assessments appropriate to students' linguistic, cognitive development and age guides their reflection on their progress toward specified language learning targets and the degree of effort and motivation they are applying to meet those targets. As with the assessment toolbox, Dr. Lorraine Valdez Pierce will work in collaboration with WIDA staff and teachers at participating sites to create a variety of self-assessment tools for students at differing levels of English language proficiency to use. The below table shows the format construction of this assessment.

Table: Student Self-Assessment Format

Toolbox Test Formats by Skill Domain
Rating Scale
Language of Language Arts
Reading & Writing
Reading & Writing
Language of Mathematics
Language of Science
Language of Social Studies

As with the assessment toolbox, the research base for student self-assessment, specifically ELL student self-assessment will be reviewed and models and concepts that support the development of student self-assessments will be adopted. The checklists and rubrics for the student self-assessment are similar to those in the assessment toolbox with the exception that they are developed based on students' language proficiency levels. They will be more generic than those in the assessment toolbox, and there will be only one form for each tier and content area. Peer assessment forms will also be developed to help students identify learning progress in others' work. The peer assessment procedure will only be used to help guide each student in their own self-assessment. Thus, there will be twelve reading checklists (three tiers times four content areas), twelve writing checklists, and so on. In the student self-assessment, the rating scale differs from the checklist in that students do not make "yes" or "no" decisions, but rate their performance based on a common scale. Like the toolbox, teachers can have students select the self-assessment that most appropriately fits students' unique learning goals and abilities. Training materials will be developed for teachers to assist the self-assessment process. Like other FLARE assessments, student self-assessments will be piloted, revised and prepared for field testing in the 2010-2011 school year.