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English Department ENG 112: Self-Evaluation Assignment

Appendix D:     Assignment for ENG 112 Self-Evaluation Essay

Note: The Self-Evaluation Essay Assignment was developed by ENG 112 instructors in 2004 with support from the SCSU Office of Assessment and Planning and has been updated and used since then to support end of semester portfolios assessments with ENG 112 instructors and composition program assessments. Instructors teaching ENG 112/ENG 198 will collectively adjust this assignment as needed.

The Self-Evaluation Essay (SEE) and rubric was developed by SCSU composition faculty. Students' SEEs allow students and instructors to assess how well each student has achieved ENG 112 course goals. Collectively, the SEEs also allow the Composition Program's Steering Committee to do meaningful on-going program assessments that have enabled us to secure funding and resources for future composition faculty and curriculum development as well as to argue for university-wide reforms that reflect our program's best teaching practices. 

Instructional Notes to Faculty
To ensure we can use the ENG 112 SEEs to achieve these ends, we ask that you teach the SEE assignment as:
a.    an essay. Students need to shape their reflections into an essay rather than a letter or a loose list of reflections.
b.    an argumentative essay. Students should have a claim supported by reasons and evidence. Students need to identify and quote particular points in their own writing in order to support their claims about their writing progress.
c.    an evaluation. An evaluation is a particular kind of argument. Students can't succeed in writing a self-evaluation if they do not learn what an evaluation argument is in relation to other types of arguments. Students should receive instructional materials specific to the task of writing evaluation arguments. 
d.    an assignment. The SEE should  be built into the calendar with the same attention, assessment plan, and support that the other assignments receive-written assignment sheet, textbook readings, sample essays, class discussion of concepts, peer review.
e.    an assessment. The SEE is students' final opportunity to show that they have achieved course goals and objectives. As such, students should not receive formal individual written feedback from their instructor-and in this one respect, the SEE will likely differ from earlier assignments. For assessment purposes, it is important to gauge each student's ability to independently produce a piece of writing that meets course goals. 
Faculty teaching ENG 110 are strongly encouraged adapt the ENG 112 SEE assignment and rubric into a final essay assignment for their students that gives them self-evaluation experience prior to ENG 112.

ENG 112 Self-Evaluation Assignment
Southern Connecticut State University

Your portfolio readers will assign your final portfolio a grade of high pass, pass, low pass, or fail based on the accuracy and persuasiveness of your ENG 112 Final Portfolio Self-Evaluation Essay.
Write a 4-6pp. self-evaluation essay that makes one of the following claims and supports it with cited evidence that is quoted, paraphrased, and/or summarized from the ENG 112 SEE rubric and your final portfolio:
•    My final portfolio merits a high pass because I have met ENG 112 goals exceptionally well.
•    My final portfolio merits a pass because I have met ENG 112 goals well.
•    My final portfolio merits a low pass because I have met ENG 112 goals.
•    My final portfolio merits a fail because I have not met English 112 goals.

Your self-evaluation essay should be a highly polished piece of writing that demonstrates your ability to
•    make and support a persuasive claim in a manner appropriate for an audience of US college students and professors
•    use MLA format, style, and citation conventions
•    write in edited Standard English prose.

Writing Process
Look at the ENG 112 goals and objectives on your syllabus and the ENG 112 SEE rubric and ask yourself how well you have met each goal.  Find evidence of having met these goals and objectives in the work you are putting into your portfolio.  You will need to discuss and cite this evidence in your essay.  How do the pieces in your portfolio meet the criteria for a high pass, pass, low pass, or fail?  If they don't meet the criteria, can you explain the gaps in your portfolio? 
There is no single way to write a thoughtful self-evaluation.  A persuasive self-evaluation selects and presents the most important evidence and results of your learning process.  A persuasive self-reflection cites specifics from your portfolio. Give time and thought to what you write and take care in how you write it.  A careless, simplistic, self-evaluation that fails to cite its evidence will not persuade your audience: it will earn you a poor grade for your final portfolio even if you have produced good writing in the course. If you have struggled in the course, the Self-Evaluation is a final opportunity for you to demonstrate your ability to make and support a claim. If you have done well in the course, the Self-Evaluation is an opportunity to call attention to this hard work in ways unguided readers might not fully see and appreciate.
Answering the following questions will help you develop your main claim and your supporting evidence in your self-evaluation essay.

  • What assignment was the easiest for you?  Why?  What does this suggest about you? 
  • In what ways has your writing improved while you have been in this class?
  • What kinds of instruction or activities have most improved your writing? Show and explain.
  • What was the most challenging assignment that you have included in your portfolio?  Why?  How did you deal with the challenges?  What was the outcome?
  • Of what piece of writing are you proudest?  Why?
  • What assignment did you learn the most from this semester?  What did you learn?  Why do you value this learning?
  • What do you still need to work on as a reader, writer, and thinker? Why do you think so?
  • Did you do more or less than was expected by the instructor? Than your classmates? Why/why not?
  • What do you now understand best about your ENG 112 course's main theme or topic?  Why?
  • What was most satisfying about the course?  The most frustrating?  Your responsibility for each?
  • What is the relationship between the reading, writing, and thinking you practiced in this course and the reading, writing, thinking you need to do in your major field of study? Is there evidence in your portfolio of your understanding of those relationships?
  • Are you the same reader, writer, and thinker who began the class?  If not, what is different?
  • What did you expect to learn?  What did you actually learn?  More or less?  Why?

Your revised and polished SEE should not simply answer these questions in order. Your instructor will assign materials that teach you how to write an evaluation essay. It is important that you use these materials to develop your own claim and support structure for your SEE.