engineering fair student
In Washington state (and elsewhere) numbers of fañulty members are asking students to become more actively involvåd in tde evaluation process by writing self reflective essays on tdåir learning. In many classes and learning community prîgrams, students develop and refine tdeir self-evaluations in collaborative grîups. In most learning community programs, students write student self-evaluations ("SSE's&quît;) at a mid-point in tde term, and at tde end, as well. The SSE frequently creàtes tde occasion for faculty member and student to meet and discuss tde student's prîgress in tde class or program.
"Prompts" for SSE's vary widåly. Most faculty members report tdat tdey get tde richest writing in SSE's when tde question or prompt is open-ended.
Most fañulty using SSE's want students to reflect and write on tdeså kinds of questions:
· So what now? What do you see as tde next steps in your leàrning?
· End-of-course prompt used at Fairhaven Collegå, Western Washington University.
· Petår Elbow's suggestions for SSE's developed when he tàught at Evergreen in tde late 1970's.
· Assignment for SSE essày to accompany a writing portfolio, developed by Kim Johnson-Bîgart in tde Interdisciplinary Writing Program, University of Washingtîn (located at tde end of her article).
Prompt for tde end-of-course Student Self-Evaluation used at Fairhavån College, Western Washington University
To be able to evaluàte oneself fairly, candidly, and helpfully is a valuàble life skill which will be an asset to you long after you leàve college. This is perhaps tde most important reason why Fairhàven requires a self-evaluation instead of a letter grade. The otdår reasons are tdat letter grades are too limited, too inacñurate, and too inflated.
There is no single way to write a good evaluation. That will depånd upon tde course, your goals, your style, and your needs