1. 1 st Quarter Self- Reflection English I

2. The Grade Profile The purpose of a grade profile is to give students the opportunity to take responsibility for his or her academic performance and participation in a class. The purpose of a grade profile is to give students the opportunity to take responsibility for his or her academic performance and participation in a class. Consider the following descriptions of academic behaviors students may demonstrate before you begin your own self-assessment. Consider the following descriptions of academic behaviors students may demonstrate before you begin your own self-assessment.

3. Not Meeting Expectations: The Failing Student The student demonstrates a pattern of undisciplined thinking or non-evident thinking. Student doesn’t justify answers and procedures; doesn’t explain assumptions or reasoning; draws unjustifiable or false conclusions; and misinterprets evidence, statements, graphics, questions. May exhibit close-mindedness & resistance to reason. The student does not demonstrate understanding of key concepts central to the course

4. Not Meeting Academic Potential: The D Student The student shows only occasional analytical thinking and frequent uncritical thinking. Most assignments do not achieve learning outcomes. Student work relies entirely on teacher/textbook/notes. Student justifies few answers and procedures; seldom explains assumptions and reasoning; may draw unjustifiable conclusions; and may misinterpret evidence, statements, graphics, questions. The student is inconsistent in demonstrating understanding of key concepts central to the course.

5. Developing or Emerging Talents: The C Student The student’s work shows emerging analytical thinking skills, as well as weaknesses. Though some assignments meet learning outcomes, others do not. Student work remains dependent on teacher/textbook/notes. Student applies lessons from classroom in superficial and shallow ways. Student may simply parrot notes or lessons in assessments. Student justifies few answers and procedures; seldom explains assumptions and reasoning; may draw unjustifiable conclusions; and may misinterpret evidence, statements, graphics, questions. The student shows a modest, though inconsistent understanding of key concepts central to the course.

6. Meeting Standards: The B Student The student’s work is often clear, accurate, precise, unbiased, and well-reasoned, with occasional lapses into weak reasoning. Student work sometimes demonstrates independent thought that applies lessons from classroom in innovative, relevant, and sometimes complex and sometimes simple ways. Application of lessons are sometimes superficial. Student justifies answers and procedures; explains assumptions and reasoning; draws justifiable conclusions; and interprets evidence, statements, graphics, questions, but may do so in an obvious or inconsistent way. The student demonstrates a good, but perhaps superficial, understanding of key concepts central to the course.

7. Exceeding Standards: The A Student The student’s work is consistently clear, accurate, precise, unbiased, and well-reasoned, with only occasional and minor lapses into weak reasoning. Student work demonstrates independent thought that applies lessons from the classroom in innovative, relevant, and complex ways. Student accurately justifies answers and procedures; explains assumptions and reasoning; draws justifiable conclusions; and accurately interprets evidence, statements, graphics, questions, etc. The student shows a strong understanding of key concepts central to the course.

8. Is Your Profile Accurate? Considering the descriptions we just reviewed for each learner’s profile; if you feel that your performance reflects something other than what is presented on the Student Portal, here is the place for you to express your ideas. Considering the descriptions we just reviewed for each learner’s profile; if you feel that your performance reflects something other than what is presented on the Student Portal, here is the place for you to express your ideas. Remember, in order to make your claim convincing and persuasive, it’s vital that you support all claims with evidence. Remember, in order to make your claim convincing and persuasive, it’s vital that you support all claims with evidence.

9. Self-Assessment: Introduction Paragraph I: State a clear claim as to what grade you feel you have earned in all your classes during your first quarter at Von Steuben. Explain one or two instances that best illustrate (or explain) your current G.P.A. Support your claim with clear evidence that demonstrates your level of intellectual and social engagement with the class. Support your claim with clear evidence that demonstrates your level of intellectual and social engagement with the class. Explain your examples as they relate to your academic growth as a critical thinker. Explain your examples as they relate to your academic growth as a critical thinker. Consider: Attendance, participation (positive and/or negative), preparedness for class, promptness, assignment completion, self-advocacy (do you ask for help and actively seek answers, or do you wait for someone to offer to help you?) Consider: Attendance, participation (positive and/or negative), preparedness for class, promptness, assignment completion, self-advocacy (do you ask for help and actively seek answers, or do you wait for someone to offer to help you?)

10. Supporting Claims with Evidence Paragraph 2: Consider whether or not you have been working toward your full academic potential in English I: If you have been successfully challenging yourself, you likely have had experienced some discomfort—provide an example or two of such a situation to illustrate your academic perseverance to overcome obstacles. If you have been successfully challenging yourself, you likely have had experienced some discomfort—provide an example or two of such a situation to illustrate your academic perseverance to overcome obstacles. If your grades do not reflect what you are intellectually capable of, articulate what might be some factors holding you back (and possibly offer some suggestions for you to overcome these obstacles). Provide a few clear and concrete examples of what you are capable of (positive behaviors only, please!) doing to achieve success in English I. If your grades do not reflect what you are intellectually capable of, articulate what might be some factors holding you back (and possibly offer some suggestions for you to overcome these obstacles). Provide a few clear and concrete examples of what you are capable of (positive behaviors only, please!) doing to achieve success in English I.

11. Summary and Analysis Paragraph 3: Conclude with a brief analysis of your performance this first quarter– regardless of whether it was successful or not and consider what positive behavior you’ll continue to demonstrate and develop (revise, revise, revise to improve) over time. Paragraph 3: Conclude with a brief analysis of your performance this first quarter– regardless of whether it was successful or not and consider what positive behavior you’ll continue to demonstrate and develop (revise, revise, revise to improve) over time.

12. Grade Profile Reflection Please complete this written reflection by Wednesday, 11/12 Please complete this written reflection by Wednesday, 11/12 Use the summaries you wrote as part of your notes to help guide you. Use the summaries you wrote as part of your notes to help guide you.