I've been inspired by +Starr Sackstein to work towards a system in which students help determine their own grades. In this video, she describes how she set up a Google form the students could use to self-assess, and in this one, she reflects on their self-assessments.
Hattie's work pointed to "students self-reporting grades" as the greatest of all influences on learning he investigated, so there's little doubt this will be a powerful strategy.
Of course, it's combined with lots of teacher feedback.
Today, as the #blizzardof2015 wound down, I revised the student "Learning Plan" form I've used with my biology and geology classes and combined it with the self-assessment form I've used to make one form students and I can use to track their goals and self-assessments.
I've got it set up so the same form is used for their goal-setting and self-assessment. When they visit the form, they're asked whether they are starting or finishing an assignment. The course is project-based: every assignment is a project designed to allow them to demonstrate mastery of a short list of learning objectives. They always get to choose among options for their projects: posters, essays, animations, labs, etc..
On the new form, they'll record the essential question and standards they are working on, and also what they are shooting for in terms of their rubric score on each standard. After they've finished the project, they return to the same form and use it to assess themselves on the standards. My plan is to make a copy of the form for each student so they can view the summaries of their responses with the Google forms summary feature.
My goal is that they could chart their own progress through time. That will be awesome. And I'd love to allow students to have a voice in their own quarter grades, like Starr is doing.
I'll let you know how it goes.