Self-Reflective Scales for Progress

• New lesson editor
• LessonUp
• All Subjects
• +2
• 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! 

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.

Self-Reflective Scales

Metacognition

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.

 How do you feel about this 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.

1

Absolutely.

2

Mostly.

3

Some.

4

A little.

5

None.

  I understood all the content 

  in this lesson.

  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.

1

Very confident

2

Confident

3

Not very confident

How confident are you that you could you apply this content to our prior learning?

1

Very well

2

Quite well

3

Not very well

How well do you think you have understood the topic we have covered today?

1

Very useful

2

Quite useful

3

Not really needed right now

 How useful would a revision 

  session be on what we have covered this week?

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.

1

8-9

2

6-7

3

5

4

4

5

2-3

6

1 or below

  I believe I will achieve this level 

  for the work I have submitted.

1

8-9

2

6-7

3

5

4

4

5

2-3

6

1 or below

  I would give myself a level...

  Why did you specifically 

  select that grade?