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Category Extra Positive Neutral Constructive
Introductory sentence One of the great privileges of teaching more than one subject is seeing students in multiple contexts. It is no surprise that {firstname} excels in science as well as in math. One of the great privileges of teaching more than one subject is seeing students in multiple contexts. {firstname} shows strengths in science as well as in math. One of the great privileges of teaching more than one subject is seeing students in multiple contexts. {firstname} shines in science in a way that is distinct from her work in the math classroom.
Homework completion and accuracy {firstname} consistently turns in complete, accurate and on time science homework. Her work shows care, thought and attention to detail. {firstname} turns in her science homework on time, and it is generally complete and accurate. nan
Participates actively in class and in activities {firstname} is a frequent and active participant in science class, raising her hand often to share her ideas, make connections, or answer questions. She shows enthusiasm, curiosity and engagement. {firstname} participates in science class when she has a connection to share, or when she is confident she has the correct answer, however I would like to see her share her ideas or ask questions more often in science class. {firstname} rarely volunteers to share in science class. I would like to see {firstname} share her ideas or ask questions more often in science class.
Uses available resources to seek out answers {firstname} problem-solves effectively, using all available resources to seek out answers, such as her textbook, notes, a computer, or a peer. {firstname} inconsistently uses available resources to seek out answers, often going directly to an adult and asking a question. I would like to see her problem-solve more effectively and use resources such as the textbook and her notes first to find her own solutions before asking for help. {firstname} infrequently uses available resources to seek out answers, preferring instead to go directly to an adult and ask a question. I would like to see {firstname} problem-solve more effectively and use resources such as the textbook and her notes first to find her own solutions before asking for help.
Makes connections, formulates hypotheses {firstname} effectively makes connections between science concepts, and can apply concepts in novel situations. She formulates predictions and participates actively in lab activities to test her predictions. {firstname} effectively makes connections between science concepts. She formulates predictions and participates actively in lab activities to test her predictions. {firstname} struggles to make connections between major science topics, often missing the main idea of a lesson or assignment. She can get lost in the details of a topic rather than synthesizing the big picture.
Communicates ideas clearly in writing {firstname} communicates her ideas clearly and concisely through her writing in science class. She strikes the balance between completeness and conciseness. When provided feedback on her work, she will work to improve it. {firstname} communicates her ideas clearly through writing in science class. Her work is sometimes sparse, and could be improved by adding more details and information. {firstname} struggles to communicate her ideas in writing. Her work can be hard to follow or unclear, and she frequently misuses science vocabulary words.
Project and assignment completion and accuracy, include website grade. {firstname} throws herself into all science projects and assignments, working diligently to produce a final product representative of her best work and of a thorough understanding of the chosen topic. She frequently goes above and beyond the expectations for an assignment, by including her personal flair or adding extra details. She created an outstanding website on __ for her final project on the nervous system, on which she earned x%. She works well on any team or with any partner, and she sets an example for her peers as a collaborative teammate. {firstname} puts significant effort into all science projects and assignments, working diligently to produce a final product representative of her best work and of a complete understanding. {firstname} consistently meets all expectations of the assignments, and uses provided rubrics to assess her own work. She created a website on __ for her final project on the nervous system, on which she earned x%. She works well on any team or with any partner, and is a cooperative teammate. {firstname} struggles to complete projects in the time allotted. {firstname} works diligently on her science assignments and projects, but her final product does not show a complete understanding of the chosen topic. {firstname} had trouble meeting all the expectations of a project OR {firstname} turned in the project, but her ideas were undeveloped or incomplete. She created a website on __ for her final project on the nervous system, on which she earned x%.
Closing sentence It has been a pleasure teaching {firstname} in science class this semester, and I am looking forward to continuing to inspire and challenge her next term. It has been a pleasure teaching {firstname} in science class this semester, and I am looking forward to continuing to challenge her next term. It has been a pleasure teaching {firstname} in science class this semester, and I am looking forward to continuing to support her next term.