Instructions:
This is a self-evaluation form. It is one of the tools I’ll use to evaluate your performance in this class (i.e. part of how you earn your grade). Your task is to provide evidence that you have achieved the outcomes for this course. “Evidence” means an action you know I observed in class or a product, like homework or a quiz, which I can evaluate. Think of it this way: you need to provide information that is detailed enough that I can take it to another instructor and convince him or her you have completed the outcome listed.
Week #
Outcome Category: Mental and Behavioral Attributes / Level of Achievement[1]Habits of Mind and Behavior / Evidence
1. You take responsibility for your role in the learning process: / <Not an independently observed outcome.>
a. You think and complete individual tasks on your own. / BS – Vague statements about accomplishments; no verifiable evidence.
BM – Detailed description of an accomplishment; no verifiable work.
AS – Detailed description of an accomplishment; some attached work.
ES – Detailed description of an accomplishment; attached multiple forms of independent work, especially on tasks preventing collaboration / <Quiz, Projects>
b. You pose questions that show you have thought about the meaning and use of the material presented in class. / BS – Statement about having had a question; no verifiable evidence.
BM – Vague question along the lines of “I didn’t understand ….”
AS – Detailed question about how a technique works or why it is true.
ES – Detailed question asking about possible consequences of or connections between ideas that reveals recognition of core ideas. / <Obs, Self-eval>
c. You examine your own work to identify your strengths and weaknesses, then make changes to improve. / BS – Vague statements; no verifiable evidence.
BM – Description of strength or weakness.
AS – Description of strength or weakness including a supporting example.
ES – Description of strength or weakness including a supporting example and a plan for improving or maintaining current standing. / <Self-eval>
d. You take responsibility for the consequences of your choices and actions. / BS – Student places all responsibility for performance on instructor.
AS – Student identifies how his/her habits may be affecting performance.
ES – Student identifies implications of behavior and seeks strategies for improvement. / <Obs, Self-eval>
2. You contribute to and benefit from group activities: / <Not an independently observed outcome.>
a. You prepare for and are present (physically and mentally) at group activities. / BS – Vague statements; no verifiable evidence.
BM – Detailed description of attendance or involvement in group.
AS – Detailed description of attendance and activities undertaken.
ES – Same as AS with verifiable evidence (such as confirmation by group members on group evaluation form). / <Obs, Self- and Group-eval>
b. You show respect for others’ ideas, feelings, and learning styles. / BS – Vague statements; no verifiable evidence.
BM – Detailed description of trying an action likely to achieve this.
AS – Detailed description of one action & group member’s reaction.
ES – Detailed description of one action; confirmation from peers. / <Obs, Self- and Group-eval>
c. You look for ways to merge others’ ideas with your own. / BS – Vague statements; no verifiable evidence.
BM – Detailed description of trying an action likely to achieve this.
AS – Detailed description of another student’s idea and your own.
ES – Comparison of another student’s idea & your own; confirmation from peers. / <Obs, Self- and Group-eval>
3. You enable your audience to understand your ideas and reasoning. / BS – Vague statements; math work is disorganized or difficult to follow.
BM – Answers and descriptions are typically not precise or specific; middle steps of math work are shown occasionally.
AS – Answers are usually precise; middle steps shown consistently.
ES – Same as AS, and peers find your explanations easy to follow. / <Obs, Group-eval, other work>
4. You pay attention to details in graphs, assigned reading, and your own work. / BS – Consistently makes typos or overlooks instructions.
BM – Periodically makes typos or overlooks instructions.
AS – Rarely makes typos or reading errors; can describe strategy.
ES – Never makes typos or reading errors; can describe strategy. / <Obs, other work>
5. You notice patterns, sometimes without being asked to do so. / BS – Occasionally recognizes a pattern or trend in information.
BM – Consistently identifies patterns or trends when asked.
AS – Identifies most important patterns/trends; may do so spontaneously.
ES – Identifies most important patterns/trends; does so spontaneously. / <Obs, Self-eval, Project, Notes>
6. You persevere when faced with time-consuming or complex tasks: / <Not an independently observed outcome.>
a. You can make progress on problems involving several steps. / BS – Occasionally solves a multi-step problem.
BM – Can solve “simple” multi-step problems; makes progress on others.
AS – Can make progress on many types of problems.
ES – Can describe and apply a general strategy for approaching problems. / <Self-eval, other work>
b. You combine different techniques in order to solve a problem. / BS – Occasionally uses two different ideas (graphs, tables, equations).
BM – Periodically uses two different ideas (graphs, tables, equations).
AS – Successfully solves problems involving multiple techniques.
ES – Same as AS, and can describe strategy or connections between ideas. / <Obs, Self-eval, other work>
c. You try different approaches to a problem when the first method doesn’t work out. / BS – Stops and seeks help from others when stuck.
BM – Provides evidence of occasional attempts to redo incorrect work.
AS – Consistently retries incorrect problems, seeks help after several tries.
ES – Uses multiple strategies (graphs, #s, etc.) to understand a problem. / <Self-eval, other work>
Levels of Thinking (Bloom’s Taxonomy)
1. Knowledge – You remember and recite facts and techniques. / BS – Doesn’t remember many facts/techniques, or remembers incorrectly.
BM – Remembers most key facts/techniques correctly.
AS – Can recall most facts/techniques; occasional small mistake.
ES – Can recall most facts/techniques quickly or without errors. / <HW, Quiz, Self-eval>
2. Comprehension – You identify and explain the meaning of facts and techniques. / BS – Can describe when a few facts or techniques could be used.
BM – Can describe how a few facts or techniques are used.
AS – Can explain when and how some facts or techniques are used.
ES – Can do AS, and explain why a few facts or techniques are true. / <Self-eval>
3. Application – You use facts and techniques in new or unfamiliar situations. / BS – Has difficulty with minor deviations from example problems.
BM – Can solve a few word problems very similar to those in examples.
AS – Can make reasonable progress on unfamiliar problems.
ES – Can solve most “familiar” problems and some unfamiliar ones. / <HW, Quiz, Project>
4. Analysis – You compare and contrast two or more facts or techniques. / BS – Notes only surface similarities or differences between ideas.
BM – Notes at least one fundamental similarity or difference.
AS – Can describe the source of similarity or difference between ideas.
ES – Can do AS, as well as suggest consequences of root similarity/diff. / <Projects, Self-eval>
5. Synthesis – You combine facts and techniques to make predictions or create something new. / BS – Merges two ideas illogically.
BM – Makes a hypothesis that is at least partially true.
AS – Correctly explain how a math idea can help you understand a “real world” issue.
ES – Can do AS, as well as predict mathematical patterns or rules. / <Projects, Self-eval, disc web>
6. Evaluation – You judge and defend an idea or argument using describable criteria. / BS – Judge ideas or arguments as either “right” or “wrong.”
BM – Can determine the correctness of some math answers without help.
AS – Can explain why an answer does or does not make sense.
ES – Can do AS, as well as identify core assumptions affecting answer. / <Projects, Self-eval, group-eval>
Reasoning Abilities
1. You answer questions by thinking carefully and logically about assumptions, facts, and their consequences. / BS – Draws illogical conclusions; fails to identify unrealistic answers.
BM – Gives conclusions that are true under a different set of assumptions.
AS – Draws valid conclusions and rejects unreasonable answers.
ES – Can explain a reasoning process that ensures valid conclusions. / <Obs, Self-eval, Projects>
2. You correctly answer questions and solve problems at different levels of difficulty. / BS – Has difficulty with minor deviations from example problems.
BM – Can solve a few problems of different types (skill, abstract, word).
AS – Can solve problems involving multiple steps or math techniques.
ES – Can solve problems requiring innovation or analysis. / <Obs, other work>
3. You recognize connections between ideas in mathematics and between math and other subjects. / BS – Can only describe the use of arithmetic in other fields.
BM – Can describe the use of a technique in another field or in two different math settings.
AS – Can describe a mathematical idea that appears several times in math.
ES – Can describe a mathematical idea and its value outside the field. / <Obs, Self-eval, web, projects>
Outcome Category: Core Content Knowledge / Level of Achievement
Number Sense / Evidence
1. Calculate and describe the relative size of real numbers (including complicated numeric expressions involving radicals or rational exponents) / All content outcomes will be evaluated in the following way.
BS – Student accurately accomplishes stated tasks 55% of the time.
BM – Student accurately accomplishes stated tasks 65% of the time.
AS – Student accurately accomplishes stated tasks 75% of the time, including on individual evaluations.
ES – Student accurately accomplishes stated tasks 90% of the time, including on individual evaluations. / <HW, Quiz, Projects, Exam>
2. Interpret and calculate with scientific notation
3. Interpret and calculate with basic percents, ratios, and percentage change
4. Convert between different units of measure
5. Estimate the answers to numeric expressions without a calculator
Statistics
1. Describe data sets using measures of center and spread
2. Determine and justify which function best fits a set of data
Algebra
1. Evaluate algebraic expressions
2. Using symbols, graphs, tables, and words, solve
a. Linear equations
b. Quadratic equations
c. Exponential equations (graphs and tables only)
d. Radical equations with a single radical
e. Systems of equations in two variables
3. Transform literal equations, especially those with subscripted variables
4. Combine and simplify radical/rational exponent expressions
Functions
1. Recognize functions (continuous and discrete) in symbols, graphs, tables, and words
2. Recognize the following features of functions
a. Zeros
b. y-intercepts
c. Domain
3. Distinguish between functions that are
a. Linear
b. Quadratic
c. Exponential
4. Use function notation
Author: Erik Scott, Highline Community College ( ) Page 2 of 6
[1] Possible levels of achievement are: BS (below standard), BM (barely meets standard), AS (at standard), ES (exceeds standard)