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Accuracy and Precision

I need to reflect more on my own work.

I need to make more pride in my work.

I need to check over my work before handing it in, my teacher has to remind me to check work.

I need to ask others for feedback and corrections.

I occasionally check my work.

I take some pride in my work

I sometimes check my work independently.

I sometimes ask others for feedback and corrections.

I usually check my work beforehanding it in.

I usually take pride in my work.

I usually check on my own, teacher rarely has to remind.

I frequently ask others for feedback and corrections.

I take great care and double check my work.

I always take pride in my work.

I always check my work without reminders.

I always ask others for feedback and corrections.

Seek Clarity in Language and Thought

I use general, unspecific language, I use vague phrases and slang too often (“este”, “ummmm”, “things”, “nice”, “stuff”).

I use Spanish to complete English thoughts, sentences.

I do not accept/seek feedback from peers and teacher.

When I speak, my sentences are incomplete.

I sometimes stop to feflect on word choice to express my ideas.

I occasionally use Spanish to complete English thoughts, sentences.

I sometimes accept/seek feedback from peers and teacher.

When I speak, my sentences are sometimes complete.

I generally use appropriate words to express my ideas.

I sometimes use Spanish to complete English thoughts, sentences.

I usually accept/seek feedback from peers and teachers.

When I speak, my sentences are understandable.

I often use correct words to express my ideas.

I rarely use Spanish to complete English thoughts, sentences.

I always except/seek feedback from peers and teachers.

When I speak, my sentences are mostly complete and understood.

Metacognition

They rarely articulate their reasoning processes when asked to explain their answer to a problem; they have difficulty describing how they come to a conclusion.

They sometimes articulate their reasoning processes.

When asked to explain their answer to a problem, they give a solution and sometimes describe what brought them to that conclusion.

They usually articulate their reasoning processes.

When asked to explain their answer to a problem.

They give a solution and then describe the reasoning what brought them to that conclusion clearly.

They are articulate about their reasoning processes.

When asked to explain their answer to a problem, they give the solution and then describe the reasoning process that brought them to that conclusion.

They use the proper cognivitve terminology to describe the mental processes (e.g., I have a theory. I’m conducting an experiment very clearly.)

Plan Appropriately

I don’t refer to my agenda to remember assignments.

I need to complete.

I need to be better organized.

I find it hard to follow a list of oral/written directions and I always need help to complete tasks.

I sometimes refer to my agenda to remember my assignments and complete most of them on time.

I can sometimes follow a list of oral/written directions that require help to complete some tasks.

I usually refer to my agenda to remember my assignments and complete them on time.

I can usually follow a list of oral/written directions independently to complete many tasks.

I always refer to my agenda to remember my assignments and complete them on time.

I can always follow a list of oral/written directions independently to complete many tasks.