Instrument 4 Phase 2
Title
Mirror Evaluation (Teacher)
Explanation of the mirror evaluation tool for strength-based learning
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.
Step 2
Look to the subtle differences with the self-evaluation form of the student:
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‘You’ refers to the student, ‘I’ refers to the teacher;
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‘What did I learn’: What did I learn as a teacher from the student;
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‘What do I need’: What does the teacher need from the student to help him or her better;
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‘What is the next step’: for both the student and the teacher.
The mirror evaluation makes the relationship between teacher and student equal. Both are recognized as specialists in their world and context. By discussing the differences, they move forward together to improve the learning process of the student and the support by the 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?).
