Feedback and self-reflection are powerful strategies for building metacognition and agency. In this audiocast, you’ll hear about Summit View Elementary’s strategies for feedback and self-reflection, founded in a culture of trust, care, and a willingness to be vulnerable. Teachers use feedback and self-reflection to both improve their own practice and to model these strategies for students. Students develop these competencies, allowing them to be more active learners and to learn more deeply.
Resources to Share
- Guiding Adult Learning of Formative Assessment
This WestEd brief guides readers through a graphic on the relationship between how teachers, students, school leaders, and district staff learn and develop expertise in formative assessment.
- 9 Things You Can Do to Support Student Agency With Formative Assessment
This WestEd blogpost covers 9 strategies that support student agency through formative assessment.
- Peer Feedback Continuum Tool
The Summit View team uses this continuum tool from WestEd to build opportunities for peer feedback in beginning, developing, progressing, and extending phases.
- Self-Assessment Continuum Tool
The Summit View team uses this continuum tool from WestEd to build opportunities for self-assessment in beginning, developing, progressing, and extending phases.
By the Numbers
Summit View Elementary School
| Location | Sunnyside Unified School District, Tucson, AZ |
|---|---|
| Number of Students | 427 |
| Student Demographics |
|
| Geographic Setting | Suburban |
| Grades Served | K - 6 |
| School Model | Traditional Public School |
| Conditions for Equitable Learning & Development | Personal, Learning Environment |
*Student Demographic data sourced from nces.ed.gov. NCES lists Latinx as “Hispanic” and Native American as “American Indian.” Percentages of students with disabilities and English language learners not available.