As students are becoming more alert to the habits, are they able to
find the “mindful language” that is embedded in assignments, tasks, or
tests? For example, can they highlight the mental activity that is called
for when the linguistic cue is “Analyze this problem”? Are they alert to the
Habit of Mind they need to engage as they think about the problem?
This chapter presents various strategies that teachers can use to assess
student growth in developing the habits and that students can use to self-
assess. Teachers can use the continuum in Figure 11.2 to record the devel-
opment of the class as a whole in the five dimensions, and students may
use the continuum to record their self-assessment along the dimensions
of growth.
Measuring Dispositions
The Habits of Mind define what is meant by being “smart.” Many class-
room teachers have searched for ways to make those attributes visible to
students and observers. A first step in this process is helping students to rec-
ognize when and where they can most effectively apply the habits and
setting goals accordingly.
Goal Setting
Goal setting provides the opportunity for students to consider what it
is they want to accomplish and how they will do so. It is important to
encourage students to think big and then act small—one chunk at a time.
When goal setting is a priority, goals are set at multiple levels: school,
classroom, and individual student. Many people use the acronym
Assessing Habits of Mind 197FIGURE 11.2
An Assessment Continuum for the Dimensions of Growth
I really need
Dimensions I’m there. I’m getting there. to work on this.
Exploring Meaning
Expanding Capacities
Increasing Alertness
Extending Values
Building Commitment