This editable form allows students to monitor their own vocabulary acquisition, track their progress, and prepare for formative or summative assessments.
Since there are so many textbook series and teacher created units, I have left the vocabulary list portion empty for you to customize and fill-in before copying for the students.
Personal note: When I fill in the vocabulary list, I try to pick a majority of the most often missed words. I mix in a few easy-medium difficulty words so the students can feel some success early on.
Some suggestions for use:
Before introducing vocabulary for a new unit, have students complete the assessment 1 column without any aids (vocabulary sheets, dictionaries, translators) . This can activate prior knowledge, provide a base line for monitoring progress, and serve as an introduction to the new unit. Assessment 1 could also be reserved until after the first day or two of vocabulary practice. If the teacher reviews the self assessments, it may shed light on the effectiveness of or student engagement in the learning activities.
Self-Assessment 2 should be completed midway through the unit. It can be used as a review before a graded formative assessment, a reflection on the students’ study habits and strategies (perhaps a change is needed if they are not progressing), or a post-assessment reflection.
Self-Assessment 3 can be completed as part of a review for the summative assessment or in a later unit to recycle/refresh/review the material.
If you use a choice board for differentiation, students should use the lowest ranked (least known) words from this list in their choice board activities.