{"id":47,"date":"2017-09-18T19:40:13","date_gmt":"2017-09-18T19:40:13","guid":{"rendered":"https:\/\/www.berea.edu\/bereawritingguide\/?page_id=47"},"modified":"2018-06-06T09:56:11","modified_gmt":"2018-06-06T13:56:11","slug":"student-self-evaluations","status":"publish","type":"page","link":"https:\/\/legacy.berea.edu\/bereawritingguide\/chapter-6-evaluating-student-writing\/student-self-evaluations\/","title":{"rendered":"Student Self-Evaluations"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]There are many metacognitive exercises that can help students engage their thinking and their writing processes more effectively. One of these is asking for them to undertake some critical self-evaluation. While this can happen regularly throughout the semester, you may find it particularly useful to collect self-evaluations along with particular assignments. In this case, you can ask students to submit a cover sheet or \u201cDear Reader\u201d letter to their final draft. You may leave the prompt for this evaluation open or you could think about asking for self-evaluation rooted in the skills that you stressed during particular assignments. Your feedback, then, can engage not only the essay itself but the letter as well, creating a more robust dialogue about the assignment.<\/p>\n

Sample Self-Evaluation Assignment 1<\/strong><\/p>\n

Name:<\/strong><\/p>\n

Title:<\/strong><\/p>\n

What is your goal with this paper?\u00a0 What does this piece attempt to do?<\/p>\n

What’s the point?<\/p>\n

What’s the strongest aspect of this paper?\u00a0 What’s working best?<\/p>\n

What are you still unhappy with?\u00a0 What would you have wanted to continue to work on?<\/p>\n

What aspects of this paper do you especially want comments on?<\/p>\n

Are you experimenting with anything in this paper?\u00a0 Are you trying anything new as a writer?<\/p>\n

Additional comments:<\/strong><\/p>\n

 <\/p>\n

Sample Self-Evaluation Assignment 2<\/strong><\/p>\n

This course was about authority and resistance. An important part of commanding authority is taking responsibility for your own actions, holding yourself accountable, and being able to evaluate yourself in a serious principled way. All students in GSTR 210 should use this form to do self-evaluation that will be fed into their final grade.\u00a0 Please answer the four sets of questions that appear below.<\/p>\n

Please evaluate your response papers: <\/strong><\/p>\n

(Circle the letter that represents your honest evaluation of your response papers, taking account of the comments I made in response to your responses, then explain why you picked the grade you did):<\/p>\n

A:\u00a0 I did my response papers after doing all of the reading, thinking carefully about the issues, and choosing the subject of my response papers thoughtfully. My papers represented learning (that is, they were not just things I could have easily said without doing the reading), and they grappled with important questions or ideas. If someone else read them, that person would be likely to learn something interesting or important from them.<\/p>\n

A-\/B+: My response papers came pretty close to the mark described above; perhaps one of them was not really up to that standard, but it was pretty good as well.<\/p>\n

B: My response papers were based on doing all or most of the reading and they were completely relevant to the issues raised in the readings. They represented learning, but they generally were framed around basically describing the readings without engaging in much critical analysis or they asked fairly simple, standard, or rhetorical questions. Or, maybe I had one really great response paper, but the others were pretty standard.<\/p>\n

B-\/C+: I did quite a lot of the reading and conscientiously wrote my response papers. They were good, as described in the \u201cB\u201d category, but perhaps one was pretty perfunctory. Or at least one of them I just found something to write on, and didn\u2019t really do the readings more extensively for that week. I\u2019m not sure anyone would learn much from them, but they responded to the assignment.<\/p>\n

C: I did my response papers, but mostly by doing minimal reading and just finding something to say. Or, they were pretty minimal, mostly brief description or just finding a question to ask without attempting to answer my question (as in, \u201cI noticed the author never talked about X\u201d). Or, I did a couple of OK ones and skipped the other. It is unlikely that anyone would learn much from my response papers.<\/p>\n

D: I only did one, with no legitimate excuse. Or, none of them were really any good; they don\u2019t represent any learning; or, I basically looked at one of the readings pretty briefly and came up with something to hand in just to hand it in. I could have done the response papers without doing the reading.<\/p>\n

F: I didn\u2019t even manage that.<\/p>\n

Why did you choose the grade you did for your response papers?<\/strong><\/p>\n

 <\/p>\n

Sample Self-Evaluation Assignment 3 \u2014 In-class Work<\/strong><\/p>\n

Please evaluate your in-class work, emphasizing your contribution to the class through discussion or other forms of activity and leadership. (Note that the syllabus indicated you were required to participate in a contributory way, not just through silent work.) Use the cards you filled out to help you. Use the rubric you have been using all semester to summarize your grade for the semester:<\/p>\n

A: Outstanding Contributor: Contributions in class reflect exceptional preparation. Ideas offered are almost always substantive, provide one or more major insights as well as direction for the class. Challenges are well substantiated and persuasively presented. If I were not a member of the class, the quality of discussion would have been diminished markedly. There may have been one class when I didn\u2019t participate at all, but all of the rest of the time, this paragraph describes my contributions.<\/p>\n

A-\/B+: The paragraph above describes how I was most of the time.<\/p>\n

B: Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes direction for the class. Challenges are well-substantiated and often persuasive. If I were not a member of the class, the quality of discussion would often have been diminished.<\/p>\n

B-\/C+: Somewhere in between B and C.<\/p>\n

C: Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Most of my interventions were pretty basic questions (or perhaps I almost always asked pretty much the same question regardless of what was going on) that were worth asking, but didn\u2019t add a lot. If I were not a member of the class, the quality of discussion would be diminished somewhat sometimes.<\/p>\n

F: Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive, provide few if any insights and never a constructive direction for the class. Integrative comments and effective challenges are absent. If this person were not a member of the class, valuable air-time would be saved.<\/p>\n

For those who were usually Non-Participants: <\/strong><\/p>\n

For all of you, if you were not a member of the class, the quality of discussion would not have been changed. But consider these differences:<\/p>\n

If you were usually a non-participant and you hadn\u2019t done much preparation for classes, observed what was going on mostly passively, took few or no notes, often found your mind wandering, and didn\u2019t get much out of it OR you missed 3 or more classes without a legitimate excuse, the best you can give yourself for this component of the course is a D.<\/p>\n

If you were usually a non-participant but you were well-prepared for the classes, were mentally very active in the course, thought a lot about what was going on, took notes regularly, thought about questions you would have liked to ask if you were braver, the best you can give yourself for this component of the course is a BC. Judge what to give yourself on how active you were mentally, how prepared, your note-taking, etc.<\/p>\n

Please grade yourself and explain your grade:<\/strong>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]This website is a collaboration between Berea College professors Anne Bruder and Jason Cohen. As you will notice throughout these webpages, our work here has been more about aggregation than original invention. We have made every attempt to give credit to other instructors and friends of other instructors. One of the joys of teaching is the generosity we all seem to show one another in sharing materials. This webpage is a product of that spirit.<\/em>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

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