Self-Monitoring and Self-Reflection: Reviewing Graded Work

By Jess Holman, Instructor

Out of sight, out of mind. That’s how it often goes with student work. Once a student submits an assignment, they typically move on to the next items on their to-do list. Even those who do take the time to review grades in the gradebook usually miss the opportunity to truly reflect on and dissect teacher feedback.

At Engaging Minds, we know that reflecting on graded work is an essential part of a student’s growth and development. It’s also great executive function skill practice as it incorporates such skills as self-monitoring, planning, and self-reflection. Follow the process below to help your student meaningfully reflect on their graded tests, papers and projects, utilizing that feedback to learn and grow.

First, reflect on the time, resources, and strategies used to complete the assignment.  

• What did I think about this assignment?
  • What did I enjoy?
  • What was challenging?
• What grade did I receive on this assignment? 
  • Am I satisfied with this grade?
  • Was I able to “show what I know” through this assignment? 

• What was my approach to this task?
  • What process did I go through to complete this assignment?
  • What strategies did I use?
  • Did I leave myself enough time to get the assignment done? 
  • Did I put in an appropriate amount of effort?
  • How did I ask for help and/or problem-solve as needed during this assignment?
  • If applicable, was I able to leverage my accommodations on this assignment, and, if so, did they help me? 

Second, consider the feedback you received qualitatively. 

• Can I find any patterns in the feedback my teacher provided? 
• Have I received similar feedback before? 

Finally, explore how to approach similar assignments in the future. 

• What worked in my approach to this assignment? 
• What was challenging about my approach? What might I need to do differently next time? 
• Do I have follow-up questions for my teacher? If so, when is a good time to advocate for myself and ask my questions? 
• Are there any opportunities for credit recovery, such as test corrections or rewrites? If so, what is the timetable? What are my next steps?
• If applicable, what accommodations might I access the next time I have a similar assignment? How might I advocate for these accommodations? What actions do I need to take?

No one is perfect. We all make mistakes and have room for growth. Meaningfully reflecting on a teacher’s feedback is one of the most powerful opportunities we have to prepare for future assignments and grow as a student.