Response Journal Self Evaluation

Answer the following questions giving 3 unique points for each question and then give yourself a mark on the rubric.

1. What are the most useful things you learned from doing the Response Journal?

2. What was most frustrating about doing the Response Journal?

3. How did the Response Journal help you develop more critical thinking skills, about yourself, about others, about writing and literature? (i.e. How did you improve at “thinking for yourself?”

4. How could the Response Journal as a learning tool be improved?

5. How have your ideas about writing and literature changed, developed, and/or evolved over the course of this journal? (A good format to use if you're stuck is: I used to think...now I think...)

Criteria	Exceeds Expectations	Fully Meets Expectations	Minimally Meets Expectation	Approaching Expectations
Assignment Completion	Student has thoughtfully and conscientiously completed more than 85% of the Response Journal Tasks (Including both written and drawn components)	Student has completed 70-85% of the Response Journal Tasks and/or all texts have been addressed but some are missing either written or drawn components	Student has completed 50-70% of the Response Journal Tasks and/or most texts have been addressed but some are missing either written or drawn components	Student has completed less than 50% of Response Journal Tasks and/or has only completed the written or drawn compenents
Work Management	Consistent effort. Responses completed as assigned in an independent and thorough fashion	Mostly consistent effort. Responses mostly completed as assigned. Student regularly asked for help when needed.	Somewhat consistent effort. Work somewhat completed but it’s obvious that the student needed help and didn’t ask for it.	Effort inconsistent. All work rushed and turned in at the end of session. Student did not ask for help with work (content or management)
Usefulness	Student completed the Response Journal thoughtfully and with attention to its usefulness to herself/himself.	Response Journal seems complete but it may not be clear as to how useful it is to the student.	Student has made a clear attempt to create a Response Journal but there is little indication of its usefulness to the student.	Student has made an attempt to make the Response Journal useful. Does not seem like the student cares about the work completed.