Students who have reflected in action and in construction should be well prepared for reflection-in-presentation, or formal self-assessment.
Self-assessment is usually assigned as the final act of a writing project.
Self-assessment with a rubric can be done in place of peer review, especially when students do not trust their peers, but it can also be used in conjunction with it.
After students fill out the rubric, they should revise their drafts.
It is often presented in terms of a "cover letter" or "memo" to the instructor that accompanies a completed product.
It could also be presented as a mini essay as described above.Through self-assessment, students improve editing, writing, and critical thinking skills.However, achieving these benefits depends upon self-assessment that is rooted in reflection.It may be helpful to provide prompts that will help students reflect.Prompts can be primarily geared to your course content, in other words focusing on your subject knowledge and what you hoped students would gain from the assignment, with writing specific questions coming in as secondary.An effective practice is for them to open a separate word processing file as they write, then toggle back and forth between their document in progress and their log, recording thoughts as they go.In order to promote reflection while students are in the midst of their writing assignments, ask them to: Mini essays can be written based on journal or log entries, then used in peer groups to promote discussion about how the writing and drafting process works for different people.Clear expectations spelled out in a rubric should guide the student into seeing common problems as well as a good performance.It should describe the key elements of the document and describe a low, middle, and high level of performance.On the right side, the good and bad moments within the writing process might be recorded, the analysis, questions, and/or pertinent portions of a conversation with a fellow writer who provided feedback.On the left side, notes, answers, and/or comments about the first set of notes are recorded. Logs are a way for students to reflect in action or to reflect between drafts (constructive reflection), that is, as they write.