In my previous post, How My Ninth-Grade English Classes Evaluated Me This Year, I explained I was going to have my students evaluate the class and me after they used an improvement rubric to compare an essay they wrote in September with one they wrote in May. I shared how research studies show the importance of helping students see how much they improve, and its impact. In my post, I reported that last week two-thirds of my students said they learned “some” in the class while one-third said they learned “a lot.” I also predicted, based on past experience, that after having students evaluate the class again following their essay review that those numbers would be reversed.
Well, I decided to do that process today, and my prediction turned out to be correct. No one had any different answers to questions except for that one, and the numbers were reversed — now 2/3 say they learned “a lot” and 1/3 say they learned “some.”
Actually, there was one other change in the responses.
For some reason, I had omitted one question from the original evaluation form:
Would you want to take another class taught by Mr. Ferlazzo?
I added it to the form I passed out today.
All but two responded “yes.”