Instrument 3 Phase 2

Title

Mirror Evaluation Development of Strengths (Teacher)

Step 1

When students become sufficiently familiar with this form of evaluation, then, a ‘mirror evaluation’ can be added for the teacher.  A ‘mirror evaluation’ means that the teacher evaluates the students with the same evaluation form used by the students for self-evaluation.

Evaluation Development of Strengths (Teacher)

Note

Self-evaluation is ideal when students are allowed to direct their own learning processes.  That’s why the teacher is obliged to accept the student’s feedback and adapt the context when needed.  When we connect self-evaluation to the Context ‘Time’, a student can keep track of his or her own progress through the Week Planner and Goals Planner.  This however doesn’t concern the progression of the student in comparison to the rest of the class (group), the curriculum or academic expectations. Hence, in order to ensure that the learning process is self-directed, we work with ‘rubrics’ that are shared with each student.  In this way, each young person is able to see from where she or she has come (what could I already do?), where he or she is now (what can I now do?) and to where he or she is going (what will I do?). 

Step 3

Student’s Well-being Assessment

The student's well-being assessment is strictly related to the theme Context ‘Space’ for Openness, Peacefulness, Focus:  https://www.teachmi.eu/strength-based . We refer to the use of tools for positive behavioural classroom management, where we can use the ‘Well-being Meter’ too.  We also refer to the ‘Week Planner Teacher and Student’ where the energy per block of time is measured  (You can also find and download the ‘Planners’ at https://www.teachmi.eu/strength-based). 

 

Multiple ways of measuring well-being ensure that students remain aware of themselves and stay in contact with their (learning-)environments. Teachers and students become alert to signals of situations where contexts deplete energy. If a school measures well-being once or twice a year, the school can only act in a curative way for what is happening and in a preventive way for the whole group. If well-being is measured frequently, the teacher can handle situations in a preventive way for the individual student.