Earl, Lorna M. (2003).”Assessment as Learning: Using Classroom Assessment to maximize student learning”. Corwine Press.
There were two sections that proved to be of both use and interest (in chronological order).
The first, Chapter 3 entitled Assessment as Learning, sheds light on what is needed in order for students to be capable of reflecting on their work.
Student engagement is of the utmost importance. If students are not engaged, they cannot properly reflect because they are not focusing on their work; their minds are elsewhere and so are unable to think deeply and reflexively about what they learn and what they misunderstood. Teachers are needed in such situations to guide students. Since the most important comparison for the student is to itself, teachers need to show him/ her which pieces of work are important so students know where they have come from and where they need to go from there. Included in the following chapter is a definition of metacognition, one I think I will use.
Metacognition is needed to make human beings human. It is a reflection on their own thinking. It helps monitor understanding; predict performance; decide what is needed to be done next; check consistency between ideas and concepts; draw analogies that help advance understanding and learning. (30)
The second, Chapter 10 entitled Self-Reflection and Monitoring, contains what I feel I need in terms of what to look for when I implement metacognitive strategies.
It lists important factors to consider when implicating assessment as learning. These factors include engaging students to learn this motivating them to learn; clear goals and examples of ‘good’ work or what is considered to be ‘exceeding expectations’, both during the process of creation and at the end; the involvement of students in determining goals and learning methods, which increase self-awareness and helps them see their errors, correct them and adjust their work; diagnostic assessment which helps teachers guide students towards good work; descriptive feedback that provides students with visible next steps while also providing independence; and sharing decision making, which lets students practice self-monitoring, makes them confident and competent in making judgments about their learning and decisions.
As well, Earl describes what should be present in a classroom if assessment as learning is to work positively. Elements such as emotional safety are described at length in order to provide the most support for teachers. I found these sub-sections of particular use as a beginning teacher.
Overall, I felt this book was of great use to me with good suggestions as to what kind of classroom climate I need to have in order to let my students assess themselves and reflect on their learning.