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Self-Assessment and Reflection

This page is for reflection and growth. It is not a grade. Learners can respond by checking boxes, talking, drawing, pointing, using AAC, signing, typing, or giving short answers to a trusted adult.

Use it at the middle of the course, near the end, or alongside the final project.

Age-Banded Emotional and Social Learning Goals​

Ages 8-9: Guided foundation​

Learners should be able to:

  • use checkboxes, visuals, sentence frames, or drawing to show what they notice
  • name a common feeling or body clue with support
  • reflect on one safe next step or one helpful support move

Ages 10-12: Core path​

Learners should be able to:

  • reflect on feelings, thoughts, actions, and consequences with more detail
  • compare more than one strategy, perspective, or revision idea
  • describe growth moments without turning reflection into shame

Ages 11-13: Optional extension​

Learners may also:

  • analyze more complex social or digital situations with guided reflection
  • include audience, evidence, accessibility, attribution, and revision in project reflection
  • lead parts of a reflection or feedback conversation with support

Emotional and Social Learner Self-Check​

Use this 3-point scale:

  • Not yet
  • With help
  • I can do this
I can...Not yetWith helpI can do this
name a feeling I notice
notice a body clue
explain what might have caused a feeling
use an "I feel..." sentence
choose a calm strategy
ask for help, space, or a break
listen when someone else shares
think about another person's perspective
use respectful words during disagreement
suggest a fair solution to a problem
repair harm when I make a mistake
give credit for outside facts, images, ideas, or AI help
revise my work or thinking after feedback

SEL Checkpoint Reflection​

When I look at a story, conflict, video, or real-life situation, I can ask:

  • Who is involved?
  • What might each person be feeling?
  • What clues show that?
  • What might each person need?
  • What choices are available now?
  • What would be a safe and respectful next step?
  • What could I do before reacting?

Quick SEL Check​

  • What happened?
  • How might they feel?
  • What do they need?
  • What can help?

Reflection Prompts​

  • One feeling I notice more quickly now is...
  • One body clue I catch sooner now is...
  • A calm strategy that helps me is...
  • A respectful discussion move I can use is...
  • One way I can ask for help is...
  • One thing I am still practicing is...
  • One growth moment I feel proud of is...

Final Project Reflection​

Use these prompts before or after sharing the final emotional and social literacy project:

  • What feeling, social situation, or relationship skill did I focus on?
  • Who is affected?
  • What might different people feel or need?
  • What clues, examples, or evidence support my idea?
  • Did I avoid blaming, shaming, or exaggerating?
  • Did I give credit for outside facts, images, ideas, quotes, data, or AI help?
  • Is my work understandable and accessible for my audience?
  • What did I revise after feedback?
  • What am I proud of?
  • What is one thing I would keep improving next time?

Reflection Reminder​

Self-assessment should help learners notice growth, not worry about scores. Honest answers matter more than perfect answers.