jGR Evaluation Tool

4 thoughts on “jGR Evaluation Tool”

1. David Talone

   October 14, 2012 at 7:50 pm

   I think this is a great idea. Do you use this on a daily basis as an exit ticket? I just wonder about the logistics of it. I would want the kids to actually be reflective rather than just tossing off a check to rush out of class.

   The only other concern is in the way “attentive” is defined. It is a very broad definition, and for me most of the low scores are not coming from lack of attentiveness but rather from blurting out, in english as well as L2. I know the blurting is defined at the bottom, but I think (for me at least) it is important enough to be mentioned separately above. Also, for me at least, it doesn’t fit as well under the generality of “attentive”. My kids who blurt are super attentive, fast processor, who want to manipulate the story, or make their friends laugh.

   I really like it nonetheless, and am interested in hearing how exactly, and how often you employ it in class.

   Dave

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   1. Ben Slavic

      October 14, 2012 at 8:28 pm

      Dave I think this is where we are invited to tweak this document for our own use. I am very interested in what it would look like with the blurting piece taken into consideration, as well. I think it should be brought into the document in some way.

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   2. judy

      October 15, 2012 at 2:12 pm

      I’m minded that in the word “attentive” there is “attente”, which means waiting. You can’t be waiting and blurting at the same time. The kids you describe may be fast processors that want to make their friends laugh by manipulating the story, but they’re not being attentive to your game, they’re not playing by your rules, their attention is directed at the film going on in their own heads.

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2. Ben Slavic

   October 15, 2012 at 5:03 pm

   Brilliant. Yes. They want control. And we have had no way to get them to shut the fuck up until now.

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