Metacognition: Self-Reflective Scales for Progress

• Primary Education
• Lower Secondary (Key Stage 3)
• Upper Secondary (Key Stage 4)
• Further Education (Key Stage 5)
• Higher Education (degree)
• Special Education

Introduction

Another incredibly simple way to introduce metacognitive practices into your classroom is with self-assessment scales. These are one of the most versatile techniques for your toolkits.

Instructions

Level them for the age and ability of your learner, and try and 

make the scale as easy to navigate as possible. The examples

provided here however, will work perfectly as they are. A 

simple tool that can be placed in all of your existing content!  

Feel free to create your own variants, any poll can have a scale/ text/ image or emoji response option, so select the one that works for you!

Learning Matrixes.

Template learning matrixes for you to regularly share with your students, as either a static image to fill out independently - or as one of the included interactive elements, directly into your lesson. Feel free to save the slides to your area, (or favourite them for easy access to re-use often), and edit the language and styling to suit you!

Another incredibly simple way to introduce metacognitive practices into your classroom is with self-assessment scales. These are one of the most
versatile techniques for your toolkits.

Level them for the age and ability of your learner, and try and 
make the scale as easy to navigate as possible. The examples
provided here however, will work perfectly as they are. A 
simple tool that can be placed in all of your existing content!  

Self-Reflective Scales

We encourage you to save the slides to your area, (or favourite them for easy access to reuse often), and edit the language and style to suit you.

We encourage you to save the slides to your area, (or favourite them for easy access to reuse often), and edit the language and style to suit you.

Remember: the language we have used, does not have to be the same that you do - the formation, application and practices of the task are what's important to remain the same. What you call them should be comprehensible and repeatable for you and your students.

5-10 year-olds

Here are some examples and rough guides for how to use self-reflective scales for younger pupils or pupils with SEND that may find it more difficult to associate with written emotive descriptors.

Here are some examples and rough guides for how to use self-reflective scales for younger pupils or pupils with SEND that may find it more difficult to associate with written emotive descriptors.

How do you feel about that lesson?

😒🙁😐🙂😃

Tell me why you feel that way?

11-18 year-olds

Here are some examples and rough guides for how to use self-reflective scales for secondary age pupils. The use of language is more advanced, and demands a higher level of focussed introspection from your learners.

Here are some examples and rough guides for how to use self-reflective scales for secondary age pupils. The use of language is more advanced, and demands a higher level of focussed introspection from your learners.

I understood all the content in this lesson.

Absolutely.

Mostly.

Some.

A little.

None.

What specifically would you like to re-examine?

exam groups

Here are some examples and rough guides for how to use self-reflective scales for exam groups. The use of sliding scales allows your students for more scope in their answer, as well as a chance for you to ask for further justification of their scores. This is a great place for you to create subject or exam-board specific descriptors for the numbers within the scales.

Here are some examples and rough guides for how to use self-reflective scales for exam groups. The use of sliding scales allows your students for more scope in their answer, as well as a chance for you to ask for further justification of their scores. This is a great place for you to create subject or exam-board specific descriptors for the numbers within the scales.

On a scale of 1 - 10, how confident are you that you could you apply this content to our prior learning?

010

On a scale of 1 - 10, how well do you think you have understood the topic we have covered today?

010

On a scale of 1 - 10, how useful would a revision session be on what we have covered this week?

010

Score-focussed self-assessment

Asking your students to predict their grade after a set of exam-style questions, or before they submit some work to you is an excellent way to learn where your students see their attainment and confidence in your subject. It is also the perfect place to begin to introduce exam-based mark schemes to your students.

Asking your students to predict their grade after a set of exam-style questions, or before they submit some work to you is an excellent way to learn where your students see their attainment and confidence in your subject. It is also the perfect place to begin to introduce exam-based mark schemes to your students.

I believe I will achieve this level for the work I have submitted.

U

1

2

3

4

5

6

7

8

9

I believe I will achieve this level for the work I have submitted.

I would give myself a level...

U

1

2

3

4

5

6

7

8

9

Why did you specifically select that grade?