Student Self Evaluation
A Student Self-Evaluation enables students to gain personal ownership of their own learning process in Ethnic Studies. It becomes a space to advocate for and justify an earn grade by presenting evidence of their academic and performance.
Elements to Self EVALUATe
Students will address each area below in a well developed response. In other words, students will write as if they are speaking to their professor- me. It's informal, yet descriptive. Here are the components of the self evaluation.
Competency
Were the essential questions clearly addressed?
Can someone not from the class understand my logic?
Did I represent the whole unit (both weeks)?
Did I use evidence to support my logic?
Tell me the story of your competency and provide evidence from all 3 units.
Excellence
Excellence is a relative word. It does hold several meanings to people. Yet, excellence requires depth of vision to ”see” how the process of all learning activities came together.
Did all my assignments meet the criteria?
When given a REDO opportunity, did I demonstrate improvement?
Was basic grammar, unit-centered opinions, & empathy expressed in all my assignments?
Did I respect our Our Learning Pact
Tell me the story of your excellence and provide evidence from all 3 units.
Growth
Think back to where you were when you began the course.
Did I grow intellectually and scholastically with effort?
Did my use of evidence increase from unit to unit when addressing the essential question?
Did I apply the REDO Process to level up my performance in the consecutive unit?
Tell me the story of your risk-taking and provide evidence from all 3 units.
Risk-Taking
We often view risk-taking as negative — regarding it as unwise and foolish. Instead of avoiding risks, we learn to embrace them, as risk-taking stretches human potential, which opens the door to unprecedented innovations. A scholastic journey requires risk-taking. Nothing we do in college is easy. And everything we learn requires us to be brave in expressing our knowledge.
Did I take risks to enhance my academic performance?
Did I allow myself to be challenged?
Did I step out of my academic comfort-zone?
Did I engage in multiple methods of addressing the essential questions?
Did I pursue outside research to add to my work beyond the criteria?
Tell me the story of your risk-taking and provide evidence from all 3 units.
Therefore my grade should be...
At this point, students are encouraged to re-read what was written above, look back at the grade book, and reflect on all the REDOs and/or feedback. Then present the grade you believe is fair based on the evidence you provided in your self evaluation. In addition, explain HOW you met the student learning outcomes by highlighting your performance. Be precise. A conclusive statement/s justifying the grade should be provided.
*If there are any inconsistencies with the evidence and the performance, evidence from the overall performance will be presented by your instructor.
What do final "grades" look like?