## Reflection: Student Feedback Natural Selection in the Wild- Problem Solving 2 - Section 4: Evaluate / Revise the Answer

How many times have you spent hours grading a project only to hand it back to the students and have them dump it in a backpack or worse the trash.  The inevitable question "Do I have to keep this?" can LITERALLY make me want to beat my head against the wall.  No really...I've done it.

Using self assessment is one way to circumvent this.  The way you do this is to hand out the rubric to the students and tell them that they MUST turn it in with the project.  (Of course it goes without saying you should make 20 extra copies) Then before the students turn it in I give them a yellow highlighter (could be any color) and I say "Go ahead and grade yourself."  If I've done a good job on the project this is not the first time we've used the rubric!  We've already used it a couple of times along the way as formative checks or planning.  The students mark themselves with the highlight and turn in the rubric.

Then I use a different color highlighter (I like green- non judgemental) and mark where I think the student is.  If my grades are higher OR we agree, I assign the student my grade and hand back the rubric.  (If a student is consistently marking himself low...this might be an opportunity to examine possible confidence issues) If my grades are LOWER than their assessment it is time to set up a meeting.  Together we look at the rubric and make a determination we can both live with.  This makes grading a collaborative process.  The student has an active chance to make a case and gets to have a better conception of that important idea- Teachers don't GIVE grades...students EARN them.

Student Feedback: Grading using a rubric

# Natural Selection in the Wild- Problem Solving 2

Unit 11: Adaptation: Natural Selection in the Wild
Lesson 6 of 8

## Big Idea: Create an animoto to highlight the adaptations of your organism.

Print Lesson
1 teacher likes this lesson
Standards:
Subject(s):
Science, natural selection
55 minutes

### Andrea Pless

##### Similar Lessons

###### Researching Different Kinds of Evidence About Issues Using the Internet
7th Grade ELA » Research Essay
Big Idea: The World Wide Web of Evidence
Favorites(2)
Resources(12)
Seattle, WA
Environment: Urban

8th Grade Science » Factors That Drive Evolution
Big Idea: Students begin to uncover the cause and effect relationship between adaptations and evolution.
Favorites(28)
Resources(11)
Lake In The Hills, IL
Environment: Suburban

###### Setting Up the Digital Classroom Community
7th Grade ELA » Routines and Rituals
Big Idea: "If you build it, they will come." Creating an online classroom community.
Favorites(21)
Resources(12)
Corbin, KY
Environment: Rural