Three Step Approach to Student Evaluation
Posted on September 29, 2009 by Big Universe in Personal Experiences.
Helping my own children study for most tests in school frustrates me, simply due to the amount of information that is required memorization. When students are asked to spit back data that may or may not be processed correctly for a quiz or test grade, soon to be forgotten days later, is a waste of their time. And, in the eight years my son has attended school, there has been only one teacher , who asked for a self-evaluative grade based upon work completed in a particular unit. I believe, the evaluation process after a unit of study should be comprised of the following:
- Self Evaluation
- Peer Evaluation
- Teacher Evaluation
When a student uses self evaluation, he must rank his performance level based upon predetermined criteria set by the teacher. Each level of competency should be clearly specified with enough detail, allowing a student to clearly understand where he truly ranks.
The peer evaluation should, too, allow for a performance level ranking. In addition, peers may comment on the part of the project/ unit of work that he liked the best. Further, ways in which the project might be raised to the next performance level should be included in the comments section. Additional commentary about a section of the unit that may need more attention should be explained by the review board member.
Lastly, a teacher evaluation should follow the same steps as the peer evaluation. With an added “You have achieved Performance Level# _ on this project.”
Allowing for this kind of evaluation, will enable students to help one another, while honestly examining their own work .
I’m curious about 1-3 above, and would love to see some samples aimed at different age groups. I teach 6th grade, and use peer checking for writing assignments, but do not ask for a performance level ranking by peers…this needs to be carefully worded, obviously.
Ideas?