Reflection: Student Self-Assessment Self Assessment for Rhetorical Understanding - Section 3: Drawing Conclusions from Data

 

They were surprisingly reluctant to analyze the data—I don’t know if they were self conscious because of the scores, or if it was some other reason, but I had to do a lot of prodding today.  In retrospect, I think I should have put more structure to this lesson—put kids into groups and given each group ten questions, for example, and chart the topics on the board; this would have alleviated some of the reluctance. 

However, prodding aside, the outcome was very beneficial, as there was a general consensus that they struggled with understanding and recognizing an author’s organizational decisions for rhetorical effect, and they also wanted to address more vocabulary (reading standard 4!).  So, ultimately the democracy succeeded, and I will place some extra emphasis specifically on organization and tier 2 vocabulary going forward.

Next steps:  to begin looking at these specific needs, we will spend a few days with Martin Luther King, Jr’s “Letter to Birmingham Jail.”

  Reluctant Data Miners
  Student Self-Assessment: Reluctant Data Miners
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Self Assessment for Rhetorical Understanding

Unit 10: Deepening Rhetorical Analysis
Lesson 1 of 10

Objective: SWBAT recognize the specific skills being assessed on a summative assessment and analyze data to self-assess proficiency.

Big Idea: Recognizing your own strengths and weaknesses by analyzing data can lead to a more thorough understanding of concepts.

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life is like a multiple choice test sometimes the choices confuse you not the question itself
 
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