Traditionally, students perform for an audience of one—the teacher. So it was with considerable pride that Anne Davies related how a handful of members of a student's family traveled hundreds of miles to take part in a student-led conference about the pupil's work. The boy led the conference with confidence and a reflective mind-set as he described his learning accomplishments and failures. When it was over, the child's father told his teacher that even though the family was close-knit, they had seen a side of their son that they hadn't seen before. This anecdote highlights two of the favorable results of involving students in self-assessment, said Davies, a presenter and experienced teacher. First, when parents (and other family members) see the value of hearing a progress report from students themselves, they buy into the process wholeheartedly. Second, students—when given the chance—can prove remarkably insightful about the quality of their work and what they need to do to improve it.
Describing work she is doing in several schools, Davies explained that in student- involved conferencing, parents and students themselves review students' work, discuss strengths and areas of growth, and contribute to an improvement plan.
Laying the groundwork for successful student-involved conferences is vital, Davies said. Students and parents must understand what the learning goals are, and parents, in particular, should regularly review samples of their child's work. "If parents walk into the conference knowing nothing about how learning goes on in your classroom, it's not going to be a successful conference," Davies noted. Students and parents need to understand their roles at the conference. And, of course, they need to give thought to the strengths and weaknesses of the student's work, as well as how each party can contribute to the improvement plan.
- The teacher asks if the parents have any questions or comments. (Note the parents' concerns and questions, Davies advised—but don't feel obliged to answer them right away. They can be saved until the end of the conference or for another meeting.)
- The teacher reviews the process of the conference.
- The student, then the parents, then the teacher share three strengths the student has demonstrated in his or her work.
- The student, then the parents, then the teacher share two areas that the student needs to work on.
- The student articulates goals for future work (with assistance, as needed, from the parents and the teacher). Each party pledges specific kinds of support for the goals.
- The teacher answers questions, recaps, and concludes the conference.
Davies offered these other tips: Don't strive to set more than two or three new learning goals; that's the most you can keep focused on. Try hard not to dominate discussion; be a listener. If there are "big issues" that need to be discussed (for example, that a student needs to get to work more quietly), insist that students bring these issues to the table for discussion. And always offer parents the opportunity for a traditional meeting with the teacher. There may be major issues (such as a divorce or a death in the family) that require a more private meeting.