Students can self-assess their 21st century skills using the division rubrics. You may wish to have them write a short reflection in the box they evaluate themsevles in (supported, with some support, with limited support or independent), or they can simply mark where they feel they are as another option.At the bottom there is room for students to reflect on their greatest area of strength, and explain why. There is also an area for the student to indentify an area of growth and state how they can imporve. The documents are attached below in MSWord (feel free to edit to fit your needs) and PDF verisions. Teachers may include these reflections with student reports or conferences if they they choose to. 

Introduction to the Seven Core Patterns:RuminatingCatastrophizingDoomsday Language / Global ThinkingInner Isolation and DisconnectionIrritabilityOverwhelm!Self-Care vs. Self-Medication

These handouts are a great way to have students self-edit and reflect on their writing.

"Here's a sketch video about self-assessment and peer assessment. It includes an explanation of specific strategies you might use."

This video connects PBL, assessment, feedback and metacognition and how it can play a role in your classroom and help develop empowered learners!

Flippity easily turns any Google spreadsheet into flash cards, a badge creator, a spelling quiz, a memory game, a word search, random name generator, scavenger hunt, board game, manipulatives, matching game, timeline, BINGO, leader board, crossword puzzle, word scramble, word cloud, MadLibs, self assessment and more. Teachers can use Flippity for a variety of purposes: to present to the class, to assess individual students, or to have students make their own creations.

My goal was for students to be able to co-create criteria for self-assessment in a variety of subject areas.

My grade five students were asked to recall what they had learned about co-constructing criteria this year, and then develop a lesson plan for interns. This is their plan, with links to criteria and assessments developed and used this year

Grade 7 Reading Response Exemplars that can be used to support the Grade 7 Reading Assessment (RAD) or with teaching reader response skills with your students. These exemplars can also be used to help co-create criteria or support self-assessment processes in your classrooms.

This document map is meant for students to use and interact with as they move through their ELA courses. It enables them to keep track of the outcomes as they meet them on their personalized journey through the courses

A document of description words that can be used to help build 4 point rubrics. 

The following are a set of daily checklists students can use to reflect on each individual SECRET skill. The log has the students rate themselves on the sub skills of the big skill as well as set a goal for what they need to focus on to improve the next day.

These resources are a good starting point when you want to implement 21st century SECRET skills. The guide book provides you with the theory of the skills as well as how to start. There is a template included on how to teach and assess these skills. The other pieces provide rubrics for students to assess their own skills as well as their peers.

The following are self checklists for students to evaluate themselves on learning behaviors and listening.

Student self reflection of learning skills under 'character' on Sunwest 21CC rubric.
Students will use the inventory to self assess their skills in:
- time management
- self regulation
- organization
- study skills & test anxiety
Assessment can be used to guide goal setting and explicit teaching of skills.

A self reflection on working memory, time managment, planning & organization, flexible thinking, and self monitoring. 

In this Strategy Guide, you'll learn about a number of specific methods that will promote self-assessment and contribute to a richer understanding of student learning.

Because of their diverse literacy needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Yet, recognizing student growth and literacy needs requires more than one voice and more than one snapshot. Research has reminded us of the value of continued assessment and of students as partners in their own assessment. This heightened metacognition leads to increased engagement across content areas and remains a key characteristic of life-long learning. Motivation to learn increases when students are asked to critically analyze their own learning. And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand.

This is a self reflection document to be used at any point during the year with your students - but used specfically during report card time or three-way conferences. It provides students in kid-friendly language a way of understanding the FASA conditions and how they are able to apply these to their own habits at school. It is a great tool to use and assess during parent, student, teacher conferences. Co-created by Kira Toews and Brenna Siroski

Use this one page resource to have the students reflect on their basic volleyball skills - Underhand pass (bump), overhead pass (set), and serve.

This writing process checklist can be used as a template to co-create a checklist with students that aligns with the writing task.