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Homework answers / question archive / Hist 1201 Final Self-Assessment description This is the most important step of the whole semester

Hist 1201 Final Self-Assessment description This is the most important step of the whole semester

Philosophy

Hist 1201 Final Self-Assessment description This is the most important step of the whole semester. Instead of a final exam, you have the opportunity to write a self-reflection and evaluation of your work over the course of the semester. In this self-evaluation you will make an argument for the grade you think you have earned through class participation, research, writing, working with your colleagues, editing, and effort. When writing your self-evaluation here are some things to keep in mind: 1) Refer to the rubric describing some of the thinking, research, and analytical skills associated with the grades A-F. How would you describe your work if you were evaluating it as an outside observer? Refer to the skills and learning outcomes associated with different short writing exercises and activities. How well do you feel you demonstrated these skills? What evidence supports this? Are there particular areas where you feel you improved over the course of the semester? If so, can you describe how? 2) This is an argumentative essay, and so should use evidence from the course to make the case for the grade you think you deserve. This can include examples of the kinds of research, reasoning, and analysis you have employed in short papers, project steps, presentations, or drafts. It can also include comments in response to your work. I will strive to give you precise feedback to enable you to make your case effectively. Be honest with yourself and use good logic. A well-argued case for a grade that is lower than I think you have earned may result in a grade higher than the one you argued for. On the other hand, a poorly argued case for a grade higher than I think you have earned may result in a grade lower than the one you argued for. 3) There are things an instructor can see and evaluate, but much we can't. One of these is effort. As part of your self-assessment, please evaluate your effort over the semester. How would you evaluate your own effort? Do you feel you engaged with the course, your colleagues, and your project to the best of your effort and abilities, given the circumstances? Are there circumstances outside of class that prevented you from achieving the learning outcomes you desired or that shaped the semester that you wish to share? 4) Your self-assessment should be no more than 1200 or so words. Either at the start or at the end of your self-assessment, I would also like you to identify in a paragraph or two what you think is the most important or fascinating thing you have learned this semester that you hope to take away from the course. This can be a particular article we have read, a particular way of thinking about history that we have explored in class or discussion section, or particular kinds of evidence. My goal this semester was to introduce you to history as a way of thinking about the past, and as a way of asking certain questions for which we must make historical connections to effectively answer them. GRADING RUBRIC Every semester you receive grades based on letters or numbers, and most of the time we don’t question the rubric. Instead, we just try and do what we think will help us to achieve a particular point total or letter grade. If you completed all course writings with reasonable effort and put forth a good faith effort to attend class and discussion and complete course readings, you should receive no lower than a B-. Here, below, are some of the thinking, reasoning, writing, and participation habits and skills that we would normally associate with particular letter grades. Students earning a grade of A- or better: • Consistently participate in and take advantage of course learning opportunities. They read course materials for each week and discussion section. They attend all (or almost all) live classes and discussion sections. They complete all written assignments. They seek out help when they need it. • They consistently write at a high level in all of their assignments, producing prose that is largely free of grammar and usage errors, employs proper citation for borrowed ideas, facts, and interpretations, and exceeds stylistic expectations. They effectively employ facts and evidence from primary and secondary sources and smoothly employ quotations from those sources (reflecting the high prose quality of secondary source readings). They craft effective introductions, make clear and concise arguments, deploy evidence and logic in service of their arguments, and present their arguments in a clear and organized fashion. • Consistently demonstrate excellent historical thinking and reasoning skills in oral and written work. Can distinguish between primary and secondary sources, inductive vs deductive reasoning, inferred vs observed evidence, and identify assumptions in sources. Can identify and describe agreements and disagreements in attitude and belief between different writers and sources. Can put sources into conversation with each other. Can connect primary and secondary sources to each other and to broader themes in the course, demonstrating an ability to synthesize, and not merely describe course readings and materials. Students earning a B or B+ • Do some or many of the things that students earning an A or A- do, but less consistently or frequently, • Consistently participate in and take advantage of course learning opportunities. Read most course materials for class and discussion. They attend most live classes. They complete all written assignments and required learning opportunities. They seek out help when they need it. • They at times write at a high level, producing prose that displays occasional grammar and usage errors, sometimes employs proper citation for borrowed ideas, facts, and interpretations, and meets stylistic expectations. They occasionally, but not consistently employ facts and evidence from primary and secondary sources and employ quotations from those sources, though not smoothly and effectively. Introductions to papers are sometimes incomplete, sometimes, but not always making clear and concise arguments, sometimes deploy evidence and logic in service • of their arguments, and present their arguments in an at times clear and organized fashion. Writing, however, sometimes vague and imprecise, missing opportunities to refer to specific people, places, dates, and events, and phenomena in support of arguments. Narrative may at times lack clear organization or chronology. Sometimes demonstrates excellent historical thinking and reasoning skills in oral and written work. Can sometimes, but not consistently distinguish between primary and secondary sources, inductive vs deductive reasoning, inferred vs observed evidence, and assumptions in sources. Infrequently identify and describe agreements and disagreements in attitude and belief between different writers and sources. Infrequently put sources into conversation with each other. Occasionally but inconsistently connect primary and secondary sources to each other and to broader themes in the course. Infrequently or rarely demonstrate an ability to synthesize, rather than merely describe course readings and materials. Students earning a B-or below • Do not consistently participate in and take advantage of course learning opportunities. Fail ro consistently read course and discussion materials. They attend only some live classes, or none at all. They do not complete all written assignments, required learning opportunities. They do not seek out help when they need it. • Writing and prose often display grammar and usage errors, employs improper citation for borrowed ideas, facts, and interpretations (or none at all), marked by overuse of passive voice. Written work often makes general or vague claims and premises that do not reflect deep engagement with primary or secondary sources, and reflect superficial, descriptive, rather than analytical engagement with readings and evidence. Fail to meet some basic requirements of written work. • Infrequently employ direct facts and evidence from primary and secondary sources and infrequently (or not at all) employ quotations from those sources. Do not craft clear and effective introductions, make clear and concise arguments, or deploy evidence and logic in service of their arguments, and present their arguments in a unclear and disorganized fashion. • Do not consistently demonstrate historical thinking and reasoning skills in oral and written work (or don’t at all). Rarely or never distinguish between primary and secondary sources, inductive vs deductive reasoning, inferred vs observed evidence, and identify assumptions in sources. Cannot identify and describe agreements and disagreements in attitude and belief between different writers and sources. Do not put sources into conversation with each other or connect primary and secondary sources to each other and to broader themes in the course. Merely describes sources at a superficial level that doesn’t reflect clear understanding or engagement with them, much less analysis of historical reasoning and logic. Students earning a D or F • Fail to complete many or all written learning opportunities • Fail to attend any live classes or discussion sections • Consistently fail to demonstrate effort to meet minimal class goals. How to read your feedback, rubrics You’ll notice that some of the rubric standards above seem a bit vague. Well, so is grading. This is why its so frustrating spending time trying to decide between and A- and a B+ or assigning points to essays. Grading writing and thinking is imprecise. How to think about effort, improvement, and life circumstances There are many things that instructor grades cannot adequately or accurately reflect. This includes student effort and improvement and the things going on in your life that may affect your ability to meet course goals and responsibilities. No final exam can reflect the sum of your effort. So you need to help us understand your perspective. In your self-assessment, please provide an honest reflection of your effort in the course. Did you consistently read course materials, attend weekly online class and discussion? Do you feel you put forth your best effort in writing opportunities (including basic things like running spelling and grammar check on your writing before submitting it)? Did you take advantage of opportunities to get help if you needed it? Do you see an improvement in your writing, analysis, and reasoning skills over the course of the semester? This can be tricky. Some students start out at a high level, and can loaf along and still produce work of high quality. Others may struggle with writing, research, or analysis, but show improvement over the course of the semester in your written work or understanding of course readings. I want you to think about all of these things - your feedback, your effort, and any improvement you feel you made. I also want you to let us know (to the extent you feel comfortable sharing) if there were circumstances that you feel affected your performance or effort in class. Some of you didn’t have consistent access to the internet, were caring for friends or family members, had to work, or experienced other circumstances that may have hampered your ability to succeed at the level your normally would. Its fine to include this in your self-assessment. A word on final grades: Be honest with yourself and use good logic. A well-argued case for a grade that is lower than I think you have earned may result in a grade higher than the one you argued for. On the other hand, a poorly argued case for a grade higher than I think you have earned may result in a grade lower than the one you argued for. The instructor reserves the right to assign final grades if they feel that you have made an unpersuasive case for the grade you think you deserve. Most students assign themselves grades that are close to what I feel you have earned, and I will read your selfassessment and compare it to your feedback on assignments, participation in discussion, rubrics, etc. “I need an A to keep my GPA up” is not an effective argument. So be honest and reflective.

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