Self-Evaluating

One key difference between NEW core and other classes is the concept of self-grading. This involves students reflecting on their works and efforts and giving themselves a grade. What usually occurs, is we generate a claim about what grade we deserve, and support it with evidence and reasoning. Our teachers can then accept this claim, or provide a counterclaim. Throughout grading periods we store all our evidence in a document with evaluations that we have provided, and comments from our teachers.

This whole effort to self-evaluate is proven to advance students academically by huge standards, and is important in the growth of students and their abilities. Some key questions for students to consider in evaluating themselves, from John Hattie, Professor of Education at Auckland University, New Zealand, are as follows:

• Are you satisfied with your learning?
• Are you satisfied that you demonstrated your knowledge and skill?
• How does your work compare to the expectations on the rubric?
• With which parts of the assignment (project, performance, etc.) were you most satisfied?
• How closely does your work on this assignment (project, performance, etc.) reflect your learning?
• Why do you think this assignment worked for you?
• Were there any parts that didn’t work?
• How did you do the assignment/project? Be specific.
• Were the strategies that you used effective in helping you reach your goals?
• What learning strategies were helpful? Explain.
• What would you have to add to learn more, do better, etc.?
• On a scale of 1 to 10, how would you rate your effort?
• Did the amount of time, effort and strategies used help you reach your goal?
• If you were to do this over, how could it be improved?
• What can a teacher do to help you?
• What can I do to increase the value of this assignment/project, etc.?

Hoglund, Bob. "Students Learn Through Self-Evaluation and Creating Their Own Goals and   Expectations." Hattie Research Choosing Excellence (n.d.): n. pag. Web. 15 Feb. 2017.