Skip to main content

Self-Assessment

This page is for reflection and growth. It is not a grade.

Learners can respond by circling, pointing, talking, drawing, using AAC, or sharing ideas with a partner.

Use it during the course, at the end of a unit, or before and after the final project.

Ages 8-9: Guided foundation​

Learners should be able to:

  • name everyday rules in familiar places such as home, school, library, playground, clubs, games, or community spaces
  • explain who made a rule and who is expected to follow it
  • explain one reason a rule might exist, such as safety, fairness, organization, or protecting people
  • notice when a rule feels fair, unfair, confusing, or incomplete
  • ask basic questions such as "Who made this?", "Who is affected?", and "What should we check?"
  • practice listening and taking turns during low-stakes conversations about rules and fairness
  • use fictional examples instead of private family legal experiences

Ages 10-12: Core path​

Learners should be able to:

  • explain the difference between a rule, law, right, responsibility, and consequence in their own words
  • identify who has authority in different settings, such as a classroom, school, library, town, court, or online platform
  • explain that fair processes matter before serious consequences are given
  • identify claims, evidence, opinions, feelings, and missing information in legal or civic messages
  • compare two perspectives on a rule, consequence, or community decision
  • check a simple legal or civic claim with more than one source or trusted adult
  • participate in respectful discussion using reasons, evidence, and sentence frames
  • design a simple legal or civic action project for a school, library, neighborhood, or community issue

Ages 11-13: Optional extension​

Learners may also:

  • analyze more complex legal and civic issues involving local government, school policy, public safety, privacy, digital rights, public services, or community decision-making
  • compare legal or civic messages from different groups or viewpoints
  • evaluate campaign, advocacy, influencer, or organization messages for incentives, bias, and missing context
  • explore due process, evidence, rights, responsibilities, and legal procedures in more detail using fictional or historical examples
  • build a more detailed final project with stakeholders, tradeoffs, constraints, sources, accessibility, attribution, and revision

Use this scale:

  • Not yet
  • With help
  • I can do this

I can:

  • explain who made a rule, law, policy, or message
  • explain who is affected
  • tell the difference between a rule, law, right, responsibility, and consequence
  • explain why fair steps matter before serious consequences
  • tell the difference between a fact, opinion, feeling, claim, evidence, and question
  • ask what evidence supports a legal or civic claim
  • notice when an important perspective may be missing
  • listen respectfully when someone disagrees
  • explain one tradeoff or fairness issue in a rule or decision
  • check information before sharing, reporting, accusing, or acting
  • give credit for outside facts, images, ideas, sources, or AI help
  • revise my thinking when I learn something new
  • Which Legal Checkpoint question helps me most right now?
  • When do I need to slow down before I trust or repeat something?
  • What kind of evidence helps me understand a message better?
  • Who might be affected in a way I did not notice at first?
  • What should I ask a trusted adult before I act?

Civil Discussion Reflection Prompts​

  • Which sentence frame feels easiest for me to use?
  • What do I do when I disagree but still want to stay respectful?
  • Did I ask for evidence or an example?
  • Did I let myself change my thinking when I learned something new?
  • If I did not feel safe sharing, what support would help next time?

Final Project Reflection Prompts​

  • What rule, law, right, responsibility, policy, or community issue did I choose?
  • Who is my audience?
  • What do I want them to understand, consider, or do?
  • What evidence, examples, or sources support my project?
  • What fairness issue, tradeoff, limitation, or missing perspective did I include honestly?
  • How did I make my work readable, accessible, and clear?
  • Did I give credit for outside facts, images, quotes, ideas, sources, or AI help?
  • What changed after I got feedback?
  • What would I revise next?

Gentle Facilitator Notes​

  • Keep this reflective, not performative.
  • Learners do not need to share private family legal experiences.
  • Fictional, school, library, neighborhood, community, and historical examples are enough.
  • Different learners may show growth in different ways and on different timelines.