Self-Assessment Checklist

 

Rationale and Procedure

 

This Self-Assessment Checklist is designed for “Linguistics” and “English Grammar” courses held at έstanbul Univeristy, Hasan Ali Yόcel Educational Faculty, English Language Teaching Department. The criteria are collected from earlier Self-Evaluation Sheet, which I have been applying since 2002. I have started trying to enhance the awareness of my students by encouraging them to write a term evaluation essay, assessing the lesson, the materials used, and the teacher in 2001. In the meantime, realizing the need to taking the students’ views about the lesson into consideration, I prepared a self-evaluation form for my students to be used for each class, and I collected them after the mid-term exams. The form to be filled included sections like “reading”, “lesson”, ”activities”, “gain”, “yourself”, “teacher”, and “comment”. This made it possible for me to take the necessary precautions and change the problematic aspects of my lessons before it’s too late. I believe that this contributed into my communication with my students, and also helped the interaction occurring during the classes. In addition, knowing “what” and “why” they are learning and doing certain activities my students seem to be more motivated and active. I have also seen that they have developed a positive attitude towards Linguistics since we first started using the self-evaluation form. In the first forms I came across with adjectives like hard and boring while Linguistics was defined. After talking about what and why they see it hard and boring, now I have hardly any hard and borings. Meanwhile, my students even asked for a change in the form. Hence, I want to propose some other types of the form I created for the same purpose. The first one is a self-assessment checklist, whose criteria I took from my students’ evaluation forms. The sentences I used are originally written by my students.

 

Checklist 1. 

 

Read the sentences and tick “Yes” or “No”

Yes

No

1)

I read something before the class.

 

 

2)

I read something after the exam.

 

 

3)

I knew some of the concepts we studied during the lesson.

 

 

4)

The lesson was good enough.

 

 

5)

I felt good during the lesson.

 

 

6)

I felt under pressure during the lesson.

 

 

7)

The lesson was productive for me.

 

 

8)

We did many enjoyable activities.

 

 

9)

I took part in some of the activities.

 

 

10)

I think, I gained many new things in the lesson.

 

 

11)

I believe, I will make use of the notions I came across in the lesson.

 

 

12)

I actively participated to the discussions in the lesson.

 

 

13)

The teacher was willing to teach.

 

 

14)

S/he was active, energetic and guiding. 

 

 

15)

I was alert during the lesson.

 

 

16)

Sometimes I got lost.

 

 

 

 

 Checklist 2. ( You can change the chunks according to your needs, topics, lessons, level and etc.)

Date

03.10.2003

Phonetics

10-17.11.2003

Mid-terms

 

Attended

 

 

Read

 

 

 

After/ Before the lesson I read………….

…………………………………………………………………….. was intersesting

I like………..

 

Lesson

 

 

 

 

The lesson was ………

We……………………

The topic …………….

I leaned ………………

We are learning ……..

 

Activities

 

 

 

 

We ………………..

We played …………

The activities are/were ……..

We play/ed …………….

I enjoy/ed………………..

 

Gain

 

 

 

Well, I am learning …….

I learn/ed ……………….

I know ………………….

I can…………………….

 

Yourself

 

 

 

I am/ was …………..

I attend/ed …………

I am learning ……...

I look ……………..

I want …………….

 

Teacher

 

 

 

S/he is …………

The teacher does ……….

We ………………………

S/he teaches ……………

 

Comment

 

 

It is/was ……………..

We…………………..

I think……………….

Now, I can…………..