Student Self-Assessment: Teaching Students to See Their Own Learning

One of my favorite moments in the classroom is when a student pauses, looks at their work, and says something like,“I think I need to add more evidence here,”or“I’m proud of how I revised this part.”

That little spark of insight?That’s self-assessment—and it’s one of the most powerful tools we can give students.

Self-assessment isn’t just about rating a rubric or checking off a box. It’s about helping students understand their own thinking, recognize their strengths, identify their next steps, and take charge of their progress. It is metacognition in action.

Research backs this up: When students participate in self-assessment and peer assessment, motivation, engagement, and ownership increase (Shatri & Zabeli, 2018). Self-assessment transforms students from passive recipients of a grade into partners in their learning.

What Student Self-Assessment Looks Like in My Classroom

I keep it simple and predictable, especially in third grade. Tools we regularly use include:

• Single-point rubrics (“Here’s the goal—how do you think you’re doing?”)

• Color-coded progress reflections

• End-of-project checklists

• Gallery walks with student-friendly rubrics

• “Glow and grow” sticky-note reflections

• Quick audio or video reflections using iPads or laptops

I also model the language I want them to use:

• “I improved because…”

• “I still need help with…”

• “Next time I want to…”

• “I used this strategy because…”

Over time, these routines help students internalize what quality work looks like—and why their choices matter.

Peer-to-Peer Assessment: Learning From Each Other

Peer feedback is closely tied to self-assessment. When students assess each other with structured tools, several things happen:

1. They see multiple approaches to a task.

2. They notice quality indicators more clearly.

3. They begin to articulate academic criteria in their own words.

4. They become instructional resources to each other.

Shatri and Zabeli (2018) highlight that clear, student-friendly rubrics are essential. Without guidance, peer feedback can become emotionally risky or unhelpful. But with structure, peer assessment strengthens community, trust, and collaboration.

I see this in engineering projects, writing workshops, and art tasks—the conversations become as valuable as the work itself.

Co-Creating Assessments: My Stance

This is where my heart is. Co-creation is a thread that runs through my teaching philosophy and my dissertation interests. I believe strongly that students should be involved in designing:

• parts of rubrics,

• criteria lists,

• success indicators,

• project options, and even sometimes

• the assessment itself.

Students are capable—far more than we often assume. And when they help design the assessment, two things happen:

1. They understand exactly what success looks like.

2. They invest more fully in the learning process.

This aligns with research showing that student-designed assessments increase intrinsic motivation and engagement (Jan et al., 2017). It also supports the development of emotional intelligence—students learn to give and receive feedback, manage performance anxiety, and regulate their learning behaviors.

For me, co-creation isn’t a gimmick. It’s good pedagogy.

My Guiding Stances

Here’s where I land on this whole topic:

✔️ Students should participate in self-assessment regularly. It builds metacognition and independence.

✔️ Peer assessment works best with strong structures and norms. Clarity equals safety.

✔️ Students should help develop rubrics and criteria whenever possible. Co-created tools deepen understanding and buy-in.

✔️ Assessment should be something with students, not to students. Ownership transforms the learning experience.

✔️ Emotional intelligence matters. Self-assessment helps students learn to reflect, manage frustration, celebrate growth, and build confidence.

In my classroom, assessment is not a mystery. It is a collaborative, transparent, ongoing process—and students are central to it.

References

Jan, S. U., Anwar, M. A., & Warraich, N. F. (2017). Emotional intelligence and academic anxieties: A literature review. Journal of Education and e-Learning Research, 4(1), 8–13. https://doi.org/10.20448/journal.509.2017.41.8.13

Shatri, Z. G., & Zabeli, N. (2018). Perceptions of students and teachers about the forms and student self-assessment activities in the classroom during formative assessment. Journal of Social Studies Education Research, 9(2), 44–59.