1. Summarize what you know OR Explain your solution – I think these are really the same prompt but for different types of lessons/units. Both I think are important because they ask students to reflect on what they know and attempt to articulate that to others. If you subscribe to the idea that ways of knowing are subjective to the individual, then I think this might be the closest thing to fair assessment.
2. Meta-Analysis of strategies/habits – I always think of this in terms of the habits of mind I talk about. Say students are working on some rather challenging task, I might ask them at the end to reflect on which habits they used, how were those habits helpful (or not) in helping them make sense of the task, and what they might do differently next time.
I’m sure there are plenty of others but these are the two that I have found to be most useful.
Funny, I just spent today talking this over with colleagues. Here’s some of what we came up with:
-evidence and discussion of revision and seeking/using feedback
-recognition and discussion of growth as a learner and impact of a problem/project/unit on self as a learner
-honest assessment of areas of improvement
-explanation and justification of decision-making processes
Seems like there was a lot more than that, but I haven’t reflected on today’s discussion yet, so I’m drawing a blank (see what I did there?).
a brand new line. 
By whom? Students? Teacher? What are you hoping they (or you, or others) will reflect upon?
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By students. On the material covered? On the type od lesson? On the class in general? Not sure.
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There are two that come to mind immediately…
1. Summarize what you know OR Explain your solution – I think these are really the same prompt but for different types of lessons/units. Both I think are important because they ask students to reflect on what they know and attempt to articulate that to others. If you subscribe to the idea that ways of knowing are subjective to the individual, then I think this might be the closest thing to fair assessment.
2. Meta-Analysis of strategies/habits – I always think of this in terms of the habits of mind I talk about. Say students are working on some rather challenging task, I might ask them at the end to reflect on which habits they used, how were those habits helpful (or not) in helping them make sense of the task, and what they might do differently next time.
I’m sure there are plenty of others but these are the two that I have found to be most useful.
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Funny, I just spent today talking this over with colleagues. Here’s some of what we came up with:
-evidence and discussion of revision and seeking/using feedback
-recognition and discussion of growth as a learner and impact of a problem/project/unit on self as a learner
-honest assessment of areas of improvement
-explanation and justification of decision-making processes
Seems like there was a lot more than that, but I haven’t reflected on today’s discussion yet, so I’m drawing a blank (see what I did there?).
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At what level? Elementary, middle, high, college?
Would we expect it to look the same at all levels?
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