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self-assessment contributes to student learning and that the effects grow larger with direct instruction on self-assessment procedures” (p. 9). Self-assessment and feedback do not come naturally to many learners. Without explicit teaching, these assessment processes can end up with students who focus on stagnant practices of looking to the teacher to identify their mistakes and tell them how to correct those mistakes to get a higher grade. Students need to develop trust in the true benefits of these practices, and they need explicit instruction about how self-assessment and feedback should look and sound while they are in the midst of innovating, imagining, and creating. Table 1.3 and table 1.4 (pages 38–39) offer critical components of feedback and self-assessment, respectively, and explore examples for ways to approach feedback and self-assessment during a creative endeavor.
Table 1.3: Identifying Components of Feedback Within the Classroom
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