Many students wait to take an assessment and receive a grade from the teacher before they decide if they understand something or not. In this process the teacher appears to be controlling the learning and achievement of the students. In reality, students know long before an assessment takes place if they understand the material being taught. By requiring students to assess their mastery of content knowledge during the learning process, the control for learning is put back in the hands of the students. One method for doing this is to provide students with a copy of unit objectives, or I Can Statements, at the outset of the unit. By referring back to the objectives and allotting students time to reflect on their achievement toward mastery, teachers are encouraging metacognitive thinking, specifically pinpointing when comprehension has broken down and challenging students to find and implement strategies to repair their understanding.
To implement this strategy, begin by providing students with a list of I Can Statements at the beginning of the unit. It is helpful to have students reflect on what prior knowledge they have on the topics listed prior to beginning the unit. At the beginning of each class period indicate what objectives will be the focus for that day. Every several days have students read through the objectives and indicate if they understand the topic or need help. If they understand, they should record a response under the I Can Statement. At the end of the unit, this can serve as a review sheet for a summative assessment. At this point it can also indicate to students what objectives they must seek help in understanding.
Provided as Word doc for easy editing. Sorry my thumbnail images aren't TPT fancy, but I don't have time for that :)