Database of Formative Assessments

This activity would use a rubric, checklist, or similar tool to have the students reflect on what they have done, and then decide if there is anything else that needs to be completed/adjusted.

The teacher has the students work on an activity/task, and provides a checklist, rubric, or similar tool that the teacher will eventually use to score the student's work.  Before the students turn in their work they are able to use those tools to reflect on what they have done and decide if there is something that needs adjusting.

The teacher could also have the students do a form of self-reflection after a piece of graded work is returned to the student.  They can prompt the student to think about what needs to be done differently next time.

A self-reflection generally doesn't generate feedback from anyone else, but feedback from an outside source may be the prompt for the self-reflection.

This type of activity is normally used to get the student thinking about their own understanding of the material.  There usually isn't a grade associated with a self-reflection.

This is a student self-assessment, but teachers may facilitate the reflection by offering specific prompts to think about.

No technology is required, but the teacher may want the students to type out their reflection in something like Google Docs, or record their reflection verbally on a tool like VoiceThread to create some articles that could go into a student portfolio.