Teachers Connect
Jul 18, 2013

Institute 2: Student Evaluation

Think about how you will help students evaluate their finished work.  How can you help students see critique as a means of growth in a subject area?

8 Responses to Institute 2: Student Evaluation

  1. Amy says:

    I like to create a simple rubric on larger projects that covers attitude and approach (i,e, did I take my time? was I thoughtful in my approach?), appearance and satisfaction with final product, and social/group interactions if applicable. I give the kids a score on a scale of 1-5 and they give themselves a score. Most importantly, I like to ask them to name one thing they think they did particularly well in the process and one thing they would change if they could do it again. I also tell them one thing I think they did particularly well and tell them one thing I think they could do better. I like the last two parts best and find them to be most informative and beneficial as opposed to the numbers. I do this in writing,,, but review it with them one-on-one. I think it would be nice to add a peer review component as well, so they can hear what is working from their peers and learn from them as well. I don’t want to give up the numbers because we are readying them for junior high where they will begin to get grades. They want to start measuring themselves.

  2. Mary Beth Bauernschub says:

    Rubrics are a good way for them to self assess and to reflect on what ways they did well or the things that they need to work on. I think I will try giving rubrics out beforehand and model how to use them throughout the lesson. That way they can see how well I am doing as I demonstrate what a good end product could be.

  3. Jan says:

    I like to use rubrics, too; usually on a 1-4 scale because that’s how the grades are on the progress reports in our county. I usually give the students a checklist of what’s expected from them as they’re working on a project and the rubric is that checklist with the language expanded into “rubric form.”
    I really like the ideas from Amy about the children evaluating their own work and that of their peers, too.

  4. Marja Ponkka-Carpenter says:

    Student evaluation/group critique is most challenging event in the classroom for me. It is ok, but I do have plenty of room to be better facilitator. To help me with that, I talked to a fellow teacher this week and, next fall, I can observe her class as they critique and reflect…

  5. Zenola Jacobs says:

    I would design a rubric that would easily be interpreted by the students and it would be weighted in 4-5 areas which should be easily attainable by each student.

  6. Lisa H. says:

    I would love for the children to feel how we feel in this class. “Don’t worry about it.” “We are not strict when you write your homework.” Why? I feel it is because we are trusted to do good work. I feel we can give our students this same trust. (If they abuse it, we should let them know what we expect.) But to let it come from them? Once great work starts to take off in the classroom, there is no stopping the students.
    We are given a lot of chances to present orally and to give our thoughts as gifts to others. Once the children become aware of how to share, then they may start to lead discussions. They also can be critiqued by their classmates and themselves as we are. (Praise and Polish) The leadership we have witnessed this week should give us “food for thought” on how we should treat our children.

  7. Donna Jonte says:

    This is such an important question. I am always revising the way I approach this. I worry about giving a written reflection to the kids who are dysgraphic, but there is not enough enough time to confer orally with each student. I try to have students critique each other with Praise/Question/Polish in small groups and then write a brief response in their sketchbooks: what are they most proud of, what was most challenging, what would they do differently next time. We use the Studio Habits as a guideline for our initial rubric. While most of the students are writing in their sketchbooks, I can circulate among those who have trouble expressing themselves this way.
    I appreciate this blog discussion! What is authentic assessment? How can we help students want to do their best, challenge themselves to take risks, and live with an “imperfect” product?

  8. Elena says:

    I would ask students to periodically review criteria for project. Even if they did not meet all the criteria this would give them a chance to review the original objectives. It would also give them a chance to say how their project may diverge from the original criteria and give them a chance to express their own vision for the project.

    I would do individual evaluation and group evaluation. I like the idea of pairing students up for talking about each others work.

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