This is the checklist used by students to help them self-assess to identify strengths and weaknesses of their essays. Scroll down to the third page and you'll see the rubric I used for the final, summative assessment. It has the wrong title on it - 'belonging' oops!

1.
Essay -­ EMOS
Name: Teacher:
Criteria (goals) Self-­assessment PEER assessment
I tried to I did Tried Did
Have you demonstrated a
strong understanding of
poetry, the human condition
and what it means to be
classified emo ?
Is your argument in response
to the driving question
outlined clearly in the
introduction?
Did you relate each of your
arguments to the driving
question?
Did you name your texts and
the composers in the
introduction?
Do your lines of argument
build to a logical conclusion?
(showing cause and effect
between ideas)
Did you give enough evidence
(quotes and/or descriptions)
for each of your arguments?
(12 quotes)
Did you use the STEEL
paragraph structure for each
paragraph?
Did you start each paragraph
with a strong conceptual noun
or noun phrase?
(nominalisation)
Have you used correct
punctuation and spelling?
Main strengths: (medals)
Improvements needed for this essay: (missions)

3. Belonging Essay Marking Criteria
Level Elementary
Skilful Effective Sound Limited
5 4 3 2 1-­‐0
Criteria
Focuses on Highly developed, Well-­‐developed, Sound response to Limited response Required
the concepts complex and thoughtful and the driving question to the driving elements are
implied in personal response personal outlined in question outlined missing or
the driving to the driving response to the introduction and in introduction incomplete
question outlined in driving question somewhat and poorly
question
introduction and outlined in developed in body of developed in
(poetry,
developed in body introduction and essay. body of essay.
human
of essay. developed in
condition, body of essay.
emo)
Understands Skilful use of the
Effective use of Sound use of the Attempts to use Required
how STEEL paragraph the STEEL STEEL paragraph elements of the elements are
structure to paragraph structure to STEEL paragraph missing or
composers incomplete
use features demonstrate a structure to demonstrate an structure to
sophisticated demonstrate a understanding of demonstrate a
of texts
understanding of well-­‐developed how composers use developing
how composers use
understanding of features of texts to understanding of
features of texts to
how composers express their how composers
express their use features of emotions and ideas use features of
emotions and ideas
texts to express about the human texts to express
about the human their emotions condition their emotions
condition and ideas about and ideas about
the human the human
condition condition
Composes a Composes a Composes a Composes an Attempts to Required
sustained sophisticated, logical logical and argument supported composes an elements are
and sustained sustained by textual evidence argument missing or
argument incomplete
supported by argument supported argument supported by
by detailed and supported by some textual
textual
relevant textual detailed textual evidence
evidence
evidence evidence
Uses Skilful control of the Effective control Sound control of the Attempts to use Required
language and language and of the language language and the language and elements are
structure of an essay and structure of structure of an essay structure of an missing or
structure of incomplete
an essay beginning each an essay begins some paragraphs essay fails to
paragraph with a most paragraphs begin with use conceptual
well-­‐selected will conceptual conceptual noun. nouns. Includes
conceptual noun. nouns. Few Some errors. frequent errors
Few or no errors. errors.