Student "Self-Assessments/Triangular Reviews"...update

For this blog, I thought I'd share with you what success I did/didn't have after giving my new "Triangular Review" student self-assessment sheet some work-outs. At first, like many things, it seemed really great and students were very enthusiastic about doing it (for the most part anyway). Then, after completing it a few times, many students began to fizzle out,...writing short, quick assessments that ddin't have much meaning or detail..."just to get it done" type work. Some assessments even went back to the "I think it's beautiful" type answers instead of following the rubric/directions given to complete them accurately & actually be beneficial. So...I began having students read their assessments to the class...both the self & peer sections. This seemed to have kick-started them into better, more meaningful assessments. Reading them aloud actually pushed the whole class into deeper conversations about assessing each other's work. I had much less "lazy" work, and more details that actually made sense once the kids knew I was going to randomly choose for read-alouds.I believe this presses them to think a little deeper, and strive to be better writers. I still haven't gotten everyone where I want them to be with these type of assessments, but we're getting closer!      Cindy Thurman