Self-Assessments  Self-assessments are crucial in helping students to monitor their own academic progress and helping guide ownership of learning. As students are working through their self-assessments, the teacher can continuously engage students in their own progress and then adjust instruction in response to meet their learning needs. Along with the self-assessment, students need to know how they will be graded and how to monitor their progress, which is done through a rubric. A rubric is an assessment tool that provides student’s with clear expectations for their deliverable. The rubric scaffolds to show a clear distinction between categories in order to achieve the target learning goals for the student’s assignment deliverable. Review the “Learning Plan Template” to complete this assignment. Complete Part 3: Assessment Plan. Part 1: Assessment Plan After researching different assessment methods, build on your completed assignment from Topic 3 by completing “Part 3: Assessment Plan”. Use the learning objective and educational goal created in the previous topic and create a formative and summative assessment and aligning rubric for one student you have been working with in your field experience. The assessment and rubric should be grade-level appropriate and allow the student to self-assess his or her work and monitor the progress toward his or her long-term educational goal. The rubric should demonstrate expectations for the assessment deliverable. In addition, include any necessary modifications to show how you plan to differentiate your assessment to meet diverse learning needs. This assessment will be implemented in Clinical Field Experience C in Topic 5. Part 2: Reflection In 250-500 words, write a reflection regarding the process of self-assessing. Address the following questions: How does this monitoring process help in tracking progress, assessing data, and identifying patterns and gaps in learning? How does the process of sharing the rubric help to establish guidelines and routines with students for them to monitor and assess their own learning? What other progress monitoring methods can be used to track data? How do you prepare instruction for diverse learning needs and make accommodations to meet exceptional needs and learning language needs? When addressing individual student needs, how is a private setting for instruction that considers student data confidentiality maintained? How do you determine your approach to collaborate with colleagues in a proper and ethical manner? Support your findings with a minimum of three scholarly resources. Submit the “Learning Plan Template” with your reflection as one deliverable. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completi.

1. Self-Assessments
Self-assessments are crucial in helping students to monitor their
own academic progress and helping guide ownership of
learning. As students are working through their self-
assessments, the teacher can continuously engage students in
their own progress and then adjust instruction in response to
meet their learning needs. Along with the self-assessment,
students need to know how they will be graded and how to
monitor their progress, which is done through a rubric. A rubric
is an assessment tool that provides student’s with clear
expectations for their deliverable. The rubric scaffolds to show
a clear distinction between categories in order to achieve the
target learning goals for the student’s assignment deliverable.
Review the “Learning Plan Template” to complete this
assignment.
Complete Part 3: Assessment Plan.
Part 1: Assessment Plan
After researching different assessment methods, build on your
completed assignment from Topic 3 by completing “Part 3:
Assessment Plan”. Use the learning objective and educational
goal created in the previous topic and create a formative and
summative assessment and aligning rubric for one student you
have been working with in your field experience. The
assessment and rubric should be grade-level appropriate and
allow the student to self-assess his or her work and monitor the
progress toward his or her long-term educational goal. The
rubric should demonstrate expectations for the assessment
deliverable. In addition, include any necessary modifications to
show how you plan to differentiate your assessment to meet
diverse learning needs.

2. This assessment will be implemented in Clinical Field
Experience C in Topic 5.
Part 2: Reflection
In 250-500 words, write a reflection regarding the process of
self-assessing.
Address the following questions:
How does this monitoring process help in tracking progress,
assessing data, and identifying patterns and gaps in learning?
How does the process of sharing the rubric help to establish
guidelines and routines with students for them to monitor and
assess their own learning?
What other progress monitoring methods can be used to track
data?
How do you prepare instruction for diverse learning needs and
make accommodations to meet exceptional needs and learning
language needs?
When addressing individual student needs, how is a private
setting for instruction that considers student data confidentiality
maintained?
How do you determine your approach to collaborate with
colleagues in a proper and ethical manner?
Support your findings with a minimum of three scholarly
resources.

3. Submit the “Learning Plan Template” with your reflection as
one deliverable.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Rubric-Referenced Self-Assessment and Self-Efficacy for
Writing
Read “Rubric-Referenced Self-Assessment and Self-Efficacy for
Writing,” by Andrade, Want, Du, and Akawi, located in the
Journal of Educational Research
(2009).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edswss&AN=000263304900004&si
te=eds-live&scope=site
A Strong State Role in Common Core State Standards
Implementation: Rubric and Self-assessment Tool
Read “A Strong State Role in Common Core State Standards

4. Implementation: Rubric and Self-Assessment Tool,” by
Peltzman, Porter, Towne, and Vranek, located on the Achieve
website (2012).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=eric&AN=ED546784&site=eds-
live&scope=site