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Module 4.1 evaluations
The document contains self-evaluation and peer evaluation forms for students to assess their understanding and performance in a Thanksgiving unit. The self-evaluation form has sections for students to rate themselves on their postcard design, writing, understanding of geometric shapes and colors, vocabulary, and ability to express opinions. For each section, students give themselves a point score and explain how they can improve. The peer evaluation form has a grid for students to rate their classmates on collaboration, respecting ideas, allowing expression of ideas, and active listening.
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Module 4.1 evaluations
- 1. Name: __________________________________________________ Date: __________________________________________________ Module 4.1 SELF-‐EVALUATION: Thanksgiving PUNCTUATION:
- 2. SELF-‐EVALUATION for my Thanksgiving Unit Postcard Look: How was my final postcard? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________ Postcard writing: Did I make any mistakes? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________ Geometrical shapes and colours: Can I recognize, describe and compare them? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________ Vocabulary: Do I remember and use correctly the vocabulary we have learnt? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________ Likes, Dislikes, Opinions: Can I express my opinions using the structures we studied? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________ Teamwork: Was I able to collaborate with my mates, be polite, helpful and participative? I gave me _____ points because __________________________________________________________ How can I improve? _____________________________________________________________________ _____________________________________________________________________________________________
- 3. Name: Date: Module 4.1_PEER EVALUATION: Thanksgiving At the end of each class, you should evaluate your peers filling the grid below. Then give it to the teacher. Your opinion matters! Thank you! Read the questions and give the right points, from 1 (low) to 5 (the top) 1 2 3 4 5 Mates 1: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully Mate 2: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully Mate 3: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully Mate 4: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully Mate 5: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully Mate 6: (Name) He/she collaborated He/she respected my ideas He/she let me express my ideas He/she listened to me carefully
- 4. Module 4.1 _ Teacher Rubric _ Thanksgiving • Teacher Name: Ms. Galli • Student Name: ________________________________________ CATEGORY Excellent Good Pass Not very good Postcard Attractiveness & Organization The postcard has exceptionally attractive formatting and well-‐organized information. The postcard has attractive formatting and well-‐organized information. The postcard has well-‐organized information. The postcard's formatting and organization of material are confusing to the reader. Postcard Writing: Grammar There are no mistakes in the postcard. There are no mistakes in the postcard after feedback from an adult. There are 1-‐2 mistakes in the postcard even after feedback from an adult. There are several mistakes in the postcard even after feedback from an adult. Content: Geometrical shapes and colors The student can recognize, describe and compare all the geometrical shapes and colors we worked in the unit using TL or SL. The student can recognize, describe and compare most of the geometrical shapes and colors we worked in the unit using TL or SL. The student can recognize, describe and compare only a few geometrical shapes and colors we worked in the unit using TL or SL. The student does not recognize, describe and compare any geometrical shapes and colors we worked in the unit using TL. Vocabulary: Geometrical shapes and colors The student can recognize, describe and compare all the geometric shapes and colors we worked in the unit using TL. The student can recognize, describe and compare most of the geometric shapes and colors we worked in the unit using TL. The student can recognize, describe and compare only a few geometric shapes and colors we worked in the unit using TL. The student does not recognize, describe and compare any geometric shapes and colors we worked in the unit using TL. Expressing Likes/Dislikes /Opinions The student is able to express his/her likes and dislike and opinions using the given structure in an autonomous way using TL. The student is able to express his/her likes and dislike and opinions using the given structure in a semi-‐ autonomous way using TL. The student is able to express his/her likes and dislike and opinions using single words, no structure, using TL. The student is not able to express his/her likes and dislike and opinions using TL. Teamwork The student can work in teams, s/he is polite and accepts other ideas. S/He is always very participative. The student can work in teams, s/he is polite and he/she mostly accepts other ideas. S/He is quite participative. The student can work in teams but s/he is distracted and not very participative. S/He is not always able to accept other ideas. The student cannot work in teams: s/he is disturbing the other pupils and do not contribute to the development of the task.