Assessment is a crucial aspect of education, and formative assessment, in particular, has been identified as an effective means of promoting learning. Formative assessments are assessments that are carried out during the learning process to evaluate students' understanding of concepts and provide feedback that can be used to improve their learning. One effective strategy for enhancing the benefits of formative assessment is the use of assessment wrappers.
Assessment wrappers are student reflection activities that are undertaken before and after formative assessments. They are designed to encourage metacognition and self-regulated learning, which are essential skills for academic success. Metacognition refers to the ability to reflect on one's thinking and learning processes, while self-regulated learning involves the ability to monitor and control one's learning activities.
Assessment wrappers are typically short activities that can be completed in a few minutes. They involve students reflecting on their learning, thinking about their goals, and planning how to improve their learning. Assessment wrappers are usually completed using a worksheet or online tool that prompts students to reflect on specific questions related to their learning.
Before the formative assessment, students are asked to complete an assessment wrapper that asks them to reflect on their learning so far. This might involve thinking about what they already know about the topic, identifying areas of weakness or uncertainty, and setting goals for the upcoming assessment. By completing this activity, students are encouraged to engage in metacognitive thinking, which can help them to identify areas where they need to focus their efforts to improve their learning.
After the formative assessment, students are asked to complete a second assessment wrapper that asks them to reflect on their performance on the assessment. This might involve thinking about what they did well, identifying areas where they could improve, and planning how to address any areas of weakness. By completing this activity, students are encouraged to engage in self-regulated learning, which can help them to take ownership of their learning and make adjustments to their learning strategies to improve their performance.
Research has shown that the use of assessment wrappers can have a positive impact on students' academic performance. One study found that students who completed assessment wrappers before and after formative assessments showed higher levels of academic achievement compared to students who did not complete assessment wrappers. Other studies have found that assessment wrappers can promote metacognitive thinking and self-regulated learning, which can lead to better academic outcomes.
We've released two assessment wrapper resources that will help you to implement this metacognitive strategy: printable assessment wrapper worksheets and a 'virtual assessment wrapper'. The printable assessment wrapper worksheets are a great way to make metacognitive work more visible and to track progress when it comes to metacognitive awareness; the virtual lesson wrapper is ideal for teachers who wish to save on printing costs.
Getting the Most Out of Assessment Wrapper Activities: Tips & Tricks
Here are some tips and tricks for using assessment wrappers with students.
Start with clear objectives Before using assessment wrappers, it is important to set clear objectives for the formative assessment. This will help students to understand the purpose of the assessment and to focus their reflection activities on areas that are most relevant to their learning.
Use a consistent format To make assessment wrappers as effective as possible, it is important to use a consistent format for the reflection activities. This will help students to understand what is expected of them and to develop a routine for engaging in metacognitive thinking and self-regulated learning.
Make reflection activities relevant The reflection activities in assessment wrappers should be relevant to the formative assessment and the learning objectives. This will help students to engage more deeply in the reflection process and to identify areas where they need to focus their efforts to improve their learning.
Provide guidance Students may need guidance on how to engage in metacognitive thinking and self-regulated learning, particularly if they are not familiar with these concepts. Teachers can provide guidance by modelling reflective thinking and providing examples of how to identify areas of weakness and set goals for improvement.
Use technology There are many online tools available for creating and distributing assessment wrappers, including Google Forms and Microsoft Forms. These tools can make it easy for teachers to create assessment wrappers and for students to complete them, even if they are working remotely.
Allow time for reflection To make the most of assessment wrappers, it is important to allow enough time for students to engage in reflective thinking. This may require setting aside time in class for students to complete the reflection activities, or providing students with homework assignments that include reflection activities.
Use reflection activities as a basis for feedback The reflection activities in assessment wrappers can provide valuable feedback that teachers can use to guide their instruction. Teachers can use the information gathered from the reflection activities to identify areas where students are struggling and to tailor their instruction to meet the needs of individual students.
Make reflection activities a regular part of formative assessment To make assessment wrappers as effective as possible, it is important to make reflection activities a regular part of formative assessment. This will help students to develop the habit of engaging in metacognitive thinking and self-regulated learning, which are essential skills for academic success.
In conclusion, assessment wrappers are a powerful tool for promoting metacognition and self-regulated learning among students during formative assessment work. By using a consistent format, providing guidance, and allowing time for reflection, teachers can help students to develop the essential skills they need to succeed academically. By making reflection activities a regular part of formative assessment, teachers can help students to take ownership of their learning and to make continuous progress toward their goals.
