Student Self-Evaluation Forms to Assess Projects, Curriculum Units, and Courses

Item description

Students develop critical thinking and writing skills when they use these Self-Evaluation and Final Evaluation Forms to assess their performance on projects, curriculum units and courses. These self-assessment forms also help your students develop metacognitive awareness of their learning.  All the forms are available in both Printable and Google Drive™ versions.

Resource at a Glance:
★ What will students learn?
* How to evaluate what they have learned.
* How to write assessments of what they learned.
* How to use what they accomplished with one project or achieved in one unit of study or course to do better on future projects, units, or courses.
★ Who is it for?
* All students, including English Language Learners at intermediate and higher levels of language proficiency.
★ How does it help teachers?
* It lets you see how students rate their own learning and assess how they can do better on future projects or units or courses.
* It gives you a year-long or semester-long perspective on what your students are learning.
* It helps you see what you have taught well and what students need more help with.
* You can have your students include them in portfolios to show their learning progress during the school year.
* You can use the forms during parent/family conferences to show what their children are learning in your class.

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What you get in this product:

In the PDF File:
★ Cover (1 slide)
★ List of materials in the PDF file and Google Drive materials (1 page)
★ A Notes to the Teacher page with explanatory information (2 pages)
★ Writing expectations for English Language Learners at different levels of language proficiency (1 page)
★ Instructions for accessing the Google Drive materials (1 page)
★ A Self-Evaluation Form for students to assess their learning after completing units and projects (1 page)
★ A Self-Evaluation Form for students to assess their learning after completing units and projects, correlated to the Revised Bloom’s Taxonomy (1 page)
★ Teacher version of the Self-Evaluation Form with wording related to the Revised Bloom’s Taxonomy, showing which thinking skill applies to each question (1 page)
★ A Final Evaluation Form for students to assess their performance over the entire year or at the end of a course (1 page)
★ A Final Evaluation Form for students to assess their performance over the entire year or at the end of a course, with wording related to the Revised Bloom’s Taxonomy (1 page)
★ Teacher version of the Final Evaluation Form with wording related to the Revised Bloom’s Taxonomy, showing which thinking skill applies to each question (1 page)
★ Copyright, Social Media & Credits information (1 page)

In the Google Drive Materials:
★ Cover (1 slide)
★ A list of materials in the PDF and Google Drive versions of this resource (1 slide)
★ A Notes to the Teacher page with explanatory information (2 slides)
★ Writing expectations for English Language Learners at different levels of language proficiency (1 slide)
★ A Self-Evaluation Form for students to assess their learning after completing units and projects (2 slides)
★ A Self-Evaluation Form for students to assess their learning after completing units and projects, correlated to the Revised Bloom’s Taxonomy (2 slides)
★ Teacher version of the Self-Evaluation Form with wording related to the Revised Bloom’s Taxonomy, showing which thinking skill applies to each question (1 slide)
★ A Final Evaluation Form for students to assess their performance over the entire year or at the end of a course (1 slide)
★ A Final Evaluation Form for students to assess their performance over the entire year or at the end of a course, with wording related to the Revised Bloom’s Taxonomy (1 slide)
★ Teacher version of the Final Evaluation Form with wording related to the Revised Bloom’s Taxonomy, showing which thinking skill applies to each question (1 slide)
★ Copyright, Social Media & Credits info (1 slide)

More Info:
Included in this resource are 3 versions of the Self-Evaluation Form and 3 versions of the Final Evaluation Form:
* The original version
* A newer version correlated to the Revised Bloom’s Taxonomy
* A Google Drive digital version.  

Information about the types of writing you can expect your English Language Learners to use when completing the questions is provided as well.

The 8-question Self-Evaluation Form asks your students to reflect on what they learned about particular units of study and it can also be utilized after completing hands-on or online projects.  Students complete the 9-question Final Evaluation Form when a course ends and lets them assess their overall performance throughout the school year or semester.

Both the Self-Evaluation Form and the Final Evaluation Form ask students to think about what they learned about the academic content as well as what they discovered about themselves as learners. The questions progress from simple recall to open-ended questions which require students to use higher-order thinking skills to answer them. The responses provided by students are a great way for you to find out what worked well and for students to realize what their strengths are and how they can improve in the future. In addition to determining what students have learned, these forms are excellent tools to informally evaluate students’ expository writing skills.

The original print versions of the Self-Evaluation and Final Evaluation Forms were used many times with upper middle school students and can also be used with students who are a little older or a little younger.  The language used on these forms has been written to make it easier for English Language Learners at intermediate levels of language proficiency to use them. 

The newer versions of the Self-Evaluation and Final Evaluation Forms use wording that relates to the Revised Bloom’s Taxonomy.  There are teacher versions of these forms that list the thinking skill addressed by each question.

The digital versions include both the original and newer versions.  There are text boxes on them where students can type their information.

These evaluation forms can be completed in class or for homework, so the amount of teaching time needed will vary. You can keep the forms in student portfolios and you can extend their use by having your students transform their responses into essays for further writing practice.  Students can then use their essays to create podcasts, for speaking practice.

All students will benefit from using the evaluation forms in this resource!

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Thank you and happy teaching!

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