[THIS IS THE 6th PART OF 7 PARTS IN A SEQUENCE OF LESSONS FOR THE FIRST "MINI-UNIT" OF THIS SEMESTER.]
Given that student blogs are finished and ready for more content, it is time to hold a "formative assessment" of the current state of the blogs in your classes. I mention this to students, and I set a formal deadline for all content requirements for this upcoming formative check.
Once the deadline is in place, students do have class time and (of course) homework time to complete the required work, which breaks down into four major categories:
On the appointed date, I will begin my formative evaluation of the state of their blogs, and, as you see in the attached .pdf score sheet, I rank these four areas across four distinctions: excellent, proficient, lacking, or missing.
Yet ... before I complete my actual check for points in my grade book, I distribute the attached .pdf, and I explain the content of each of the four expected sections. Students have paper copies of this score sheet, and I drive to several examples of better student blogs -- the model ones -- on the classroom screen.
Using some of the better blogs in my three classes, I walk students though a mock evaluation. Then, they have an opportunity (with my assistance) to self-assess, using the actual score sheet that I will use. The bulk of the class period, then, is devoted to self-reflection and self-review of the state of student blogs on this day.
Generally speaking, students find a few areas of personal concern and needing improvement and/or embellishment BEFORE the deadline of the formative assessment/check.
Here are links to some example blogs (note they are posted in ascending quality):