Assessment is simply noticing students in an intentional way. I consider it an honor to assess, to help shape how a student thinks of themselves as a scholar and a person.
It’s the time of year to be noticed in middle school, with new shoes, new backpacks, and new friends to make. There is never a more perfect time to assess students’ interests, their strengths or weaknesses, and most importantly their attitudes towards books. Self-assessment is a major step toward empowering children to take charge of their own learning and develop better metacognition. Also, it can provide useful data for the teacher, although self or peer assessments should never be graded.
Most importantly, children feel noticed. Children feel welcome in their new classroom when their input is sought after and shared with stakeholders, ideally in a portfolio. Students sense that their learning experience matters.
Here’s a forced-response scale in English/Spanish that I made to self-assess reading attitudes: https://1drv.ms/w/s!ApoPj3kNvq9-3kISILpeUXk9zBgz
Many others I use directly from the book Alternative Assessment for English Language Learners by O’Malley and Pierce, by far the best book on authentic assessment. Find the self-assessment that is easiest to explain to students, and help them or let them chose to skip any questions they would like.
Students can revisit this later in the year, ideally at teacher-student conferences. So when students and teachers need that pick-me-up late in October/November, children will take pride as they look back and see that they now love reading more. I’ll feel pretty good about that too.