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Learner Self-Assessment

This page is for reflection, not grading. Learners can respond by circling, coloring, pointing, talking, drawing, or writing a few words. Adults can read the prompts aloud.

How to Use This Page​

  • Ages 8-9 may answer aloud, draw, or use symbols.
  • Ages 10-12 can circle a response and add a short example.
  • Ages 11-13 can add a note about tradeoffs, evidence, or a question they still have.

Use the same simple scale throughout:

  • Not yet
  • With help
  • I can do this

Civic Learner Self-Check​

I can:

  • explain who made a civic message and who it is for
  • tell the difference between a fact, opinion, feeling, and question
  • ask what evidence supports a claim
  • notice when a perspective may be missing
  • listen respectfully when someone disagrees
  • explain one tradeoff in a community decision
  • check information before sharing or acting
  • give credit for outside facts, images, ideas, or AI help
  • revise my thinking when I learn something new
I can...Not yetWith helpI can do this
explain who made a civic message and who it is for
tell the difference between a fact, opinion, feeling, and question
ask what evidence supports a claim
notice when a perspective may be missing
listen respectfully when someone disagrees
explain one tradeoff in a community decision
check information before sharing or acting
give credit for outside facts, images, ideas, or AI help
revise my thinking when I learn something new

Civic Checkpoint Reflection​

When I look at a rule, announcement, poster, story, or civic message, I can ask:

  • Who made this?
  • Who is it for?
  • What claim is being made?
  • What evidence is shown?
  • Who is affected?
  • What might be missing?
  • What should I check before I trust, share, repeat, or act on this?

If I need help, I can use the full Civic Checkpoint and Discussion Routines page with an adult.

Civil Discussion Reflection​

After a discussion, learners can reflect on these prompts:

  • Did I listen all the way through before I answered?
  • Did I give a reason for what I said?
  • Did I ask a respectful question when I was confused?
  • Did I notice who might be affected by the decision or message?
  • Did I stay kind even if I disagreed?
  • Did I change or revise any part of my thinking?

Final Project Reflection​

Use these prompts during Weeks 15-18 or after the final showcase:

  • I can clearly describe the issue, need, rule, decision, or community problem.
  • I can explain who is affected.
  • I can explain who my audience is.
  • I can tell the difference between facts, opinions, feelings, and questions in my project.
  • I can use evidence, examples, or sources to support my ideas.
  • I can explain at least one tradeoff, limitation, or concern.
  • I can answer questions respectfully.
  • I can revise my project when I learn something new.
  • I can give credit for outside facts, images, quotes, ideas, data, or AI help.
  • I can make my work readable and accessible for my audience.

Learner Reflection Prompts​

  • One thing I understand better now is...
  • One question I still have is...
  • One time I used evidence was...
  • One time I listened carefully to another perspective was...
  • One way I could make my project or my thinking stronger is...
Adult note

If a learner marks many items as "Not yet," that is useful information, not a problem. Return to a simpler example, model the thinking aloud, or use partner talk before asking for independent responses.