How can I create self-assessment material

Promote and use student self-assessment

If students learn to assess their own strengths and weaknesses, this has a positive effect on the lessons. Here are 5 ways that teachers can encourage their students' self-assessment.

In school, the ability to assess oneself is not only an important skill when grades are being awarded. If students learn to reflect on the process and the result of their own work, this prepares the ground for individual support and sustainable teaching. The following five teaching methods that teachers can use to encourage pupils to assess themselves can be applied to many subjects and topics. To download the teaching material and the print templates, simply click on the respective images.

1. Self-assessment sheet: With the smiley system to see things through

A popular and uncomplicated way to get a student self-assessment is through self-assessment sheets. Using a smiley system, for example, they guide the children to self-assess and assess their strengths and weaknesses in terms of their ability and work behavior. Teachers and parents alike recognize the need for support from the questionnaires and can respond with appropriate exercise material. Here, too, there is plenty of ready-to-use material from specialist publishers who often integrate a self-assessment sheet into their lesson series. Or you can use our blank template, which you can adapt as you wish.

Blank self-assessment sheet

The blank template, in color and black and white, can be filled by teachers with skills and competencies that the pupils should assess themselves about.

Didactic methodology | Vocational school | 1-13 class | 2 pages | my lessons

Keywords: Didaktik-Methodik_neu, diagnostics, diagnostics of learning success, student feedback

Free download

2. Learning map - self-assessment through conquest:

Using a learning map, even the most boring topic becomes an adventure, because the pupils “conquer” a topic for themselves. Not only in elementary school, the learning map as a method for promoting self-assessment ensures a lot of fun while learning and working on new topics.

Create a learning map together

Creating a learning map yourself increases awareness of interrelationships and skills that build on one another. And this is how it works: On the basis of the curriculum, the pupils create thematic islands with the help of predetermined or self-formulated sentences, which they then arrange on a map.

For example, pre-formulated I-can-sentences ("I can add two numbers in writing", "I can solve problems to the big 1 × 1 in my head") can serve as a template for the themed islands. The different islands are arranged on the map by the pupils in the way they think they belong together thematically. There are no limits to your imagination (there are a few particularly beautiful examples here).

Then the pupils hatch the islands in different colors: green, if they know the subject well; yellow if you know it to be mediocre; red if you don't even know it. The learning map is then renewed monthly and the various islands are gradually conquered by the pupils.

Learning map with template

Many publishers already offer a learning map as a template for certain subject areas. Ready-made learning maps are particularly suitable for quick access and overview. The pupils see at a glance what is in store for them and the teacher receives a first meaningful picture of the level of knowledge within the class after processing.

Broad sense - learning map

The learning map gives an overview of the topics relating to the other senses.

Natural sciences | Comprehensive school | 5-7 grade | 1 pages | Except

Keywords: Biology_new, lower secondary level, humans, sensory organs

Free download

3. Flashlight method: self-assessment in the rapid test

The flashlight method for teaching (or flashlight round) is a simple and quick form of self-reflection. In a circle of chairs, the pupils formulate what they have discovered and learned, what was easy or difficult for them. The flashlight method can be used both as an introduction and at the end of an hour.

And this is how it works: The teacher provides an impulse, e.g. with the help of reflection cards (see below), to which the pupils can briefly express their feelings and thoughts one after the other. Important: Every child should express themselves. And: The statements are neither commented nor rated by the other pupils.

4. Self-assessment with impulses: reflection cards

"How was it?" - Where adults usually find an answer quickly, children often find it difficult. No wonder - reflecting and justifying has to be learned first. Reflection cards, which you spread out in the middle of a circle of chairs, for example, and which are then turned over by the pupils one after the other, are of great help. They structure the conversation and ensure that important content is also taken into account. And they help the pupils to reflect what they have learned and to form whole sentences more easily.

On the reflection cards there are sentences like: “I especially liked ...”, “I didn't understand ...”, “For the next time I wish ...”. The cards can be used for a wide variety of occasions: from moods to reflecting on work phases to topic discussions. You can find our free print templates here:

Reflection cards with the beginning of sentences

Reflection cards with the beginning of sentences as a formulation aid for obtaining student feedback.

Didactic methodology | Vocational school | 1-13 class | 2 pages | my lessons

Keywords: Didactic methodology_new, psychology, group work, partner work, project work, self-assessment

Free download

Image symbols or emojis can also be used for reflection cards: the pupils choose a card that, for example, fits their current mood with regard to the question and then comment on it.

Reflection cards with Emoijs

Reflection cards with emojis to get student feedback (How do you feel? How difficult was the task for you?).

Didactic methodology | Vocational school | 1-13 class | 2 pages | my lessons

Keywords: Didactic methodology_new, psychology, work aids, group work, partner work, project work, self-assessment

Free download

5. Students interview students: face-to-face self-assessment

In personal exchange, the pupils learn to argue and reflect in a more differentiated and careful manner. It is advisable to divide the conversation into several sections (e.g. on the learning process and learning content). One student is the interviewer, the other is the interviewee. After a set time, they change positions. Based on the familiar sentence patterns, e.g. from the flashlight rounds, the pupils ask the respective situation and the partner appropriate questions.

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