This document contains a self-evaluation completed by a student named Reem Abdulla. [1] The evaluation rates the student's preparation, engagement, and reflection/progress in a course on a scale of 0-2 points. [2] For preparation, the student scores themselves a 1, noting they complete pre-work but struggle to use key terms and ideas regularly in class. [3] For engagement, the student also scores a 1, participating regularly but not always focusing on tasks and needing improvement in timing contributions and attention.
This document contains a self-evaluation completed by a student named Reem Abdulla. [1] The evaluation rates the student's preparation, engagement, and reflection/progress in a course on a scale of 0-2 points. [2] For preparation, the student scores themselves a 1, noting they complete pre-work but struggle to use key terms and ideas regularly in class. [3] For engagement, the student also scores a 1, participating regularly but not always focusing on tasks and needing improvement in timing contributions and attention.
This document contains a self-evaluation completed by a student named Reem Abdulla. [1] The evaluation rates the student's preparation, engagement, and reflection/progress in a course on a scale of 0-2 points. [2] For preparation, the student scores themselves a 1, noting they complete pre-work but struggle to use key terms and ideas regularly in class. [3] For engagement, the student also scores a 1, participating regularly but not always focusing on tasks and needing improvement in timing contributions and attention.
This document contains a self-evaluation completed by a student named Reem Abdulla. [1] The evaluation rates the student's preparation, engagement, and reflection/progress in a course on a scale of 0-2 points. [2] For preparation, the student scores themselves a 1, noting they complete pre-work but struggle to use key terms and ideas regularly in class. [3] For engagement, the student also scores a 1, participating regularly but not always focusing on tasks and needing improvement in timing contributions and attention.
Preparation Has completed the pre-reading, has Has all materials needed for class. Has Is not prepared for class, leaves watched videos, has defined Key completed the vocab and reading and classroom continually. Pre-work is terms and is using them in class other assigned pre-work however incomplete. Participates in regularly and accurately. Has struggles to use key ideas and terms in discussion however doesn’t use key materials such as a computer, folder, class regularly. terms and ideas regularly. pencil/pen and any other requested materials. Is proactive. Seeks engagement. Engagement Participates in coursework (activities, Participates in coursework (activities, Participates in coursework (activities, discussion etc.) focusing on set tasks discussion etc.) regularly focusing on the discussion etc.) though is not always. Considers the best time to set tasks. Considers the best time to consistently focused on set tasks. contribute to discussion without contribute to discussion without Consideration of the timing of shouting, listens to others speak, shouting, listens to others speak, pays contribution needs improvement, may pays attention to teacher/presenter. attention to teacher/presenter. Uses key shout, sometimes listens to others Uses key ideas and terms regularly ideas and terms regularly and speak, sometimes pays attention to and consistently. Asks relevant consistently. Asks relevant questions at teacher/presenter. Uses key ideas questions at the right time. Offers the right time. Offers suggestion, helps and terms inconsistently and/or suggestion, helps and supports at and supports at appropriate times. inaccurately. Asks questions but appropriate times. struggles with the timing or relevancy of them. Reflection & Self-evaluation and reflection are Self-evaluation is not always accurate. Self-evaluation is not yet accurate. Is Progress accurate noting areas for Accurately notes areas for improvement not yet using self-evaluations and improvement and notes steps to take steps are not consistently mentioned. reflections effectively to make to move forward. Uses Uses these self-evaluations as well as progress with content and skills over evaluations/reflections to make other reflections to make progress with time. Progress is not consistent over progress with content and skills over content and skills over time. Progress is time. time. Progress is visible in exam sometimes visible in exam scores, class scores, class work, preparation, and work, discussion, though preparation is discussion. consistent.
Main areas for improvement: Goals:
Be specific): Steps to take to make progress with identified areas: This was our first online class, I can't focus very will I will write important think after my teacher. with my teacher I am lucky because our subject is I well go through our lesson before my class time. not new think for we had it before in school.
Evidence of progress towards goals:
Reflection and evidence of progress from the previous reflection/evaluation- demonstrate evidence of progress.
After the lesson I watch the videos again to understand more, and I write some note. EPR 3503 Self-evaluation