Joint Eval Instructions.doc Page 1 of 4Forests through Time and Space Writing a combined evaluationOverviewWe are going to be using combined evaluations for this program—one evaluation will take the place of yourself-evaluation and the evaluation of you by the faculty.Please read through this entire document before beginning.Here’s how it will work.• You will write the first draft in third person (see attached examples) and bring four (4, IV) printedcopies of your first draft to class this Wed, Dec 1st. Do not use any of the evaluation forms, just aWord document.• In class, you will exchange your evaluation with three other students, who will read and edit yourwriting. Take the suggestions on your evaluation and revise your draft.• Bring both a paper copy and a disk copy to workshop (9 AM) on Thursday, Dec 2nd in the CAL.• During workshop, you will exchange your evaluation with three other students, who will read andedit your writing.Specific Instructions for Thursday workshop (PLEASE READ)1. Login on the CAL computers using your personal login.2. If you haven’t already done so, create a folder for yourself Use a version of your name that we willrecognize, which will make it easier if we have to look for another copy of your eval.3. Copy your evaluation from your disk to your folder.4. Rename your file with your last name as the file name, e.g. flintstone.doc.Files with names like “Eval.doc” or “MyEval.doc” won’t mean much to Heather or Paul in a folderwith everyone else’s evaluations.5. Meet with your study group (or three other students) to make groups of four.6. Exchange evaluations and read each evaluation in your group.7. As you read others’ evaluations, note any particularly strong clear writing that gives you a clearsense of what they learned and how well they know this material.. Identify areas that aren’t totallyclear to you. Make sure the writing flows and is easy to follow. Write your comments on the draftand put your name on the top of the first page as a reviewer.8. Make suggestions that result in a clear and concise document. Be particularly aware of sentences thattalk about what the class did (program description) and not what the student learned.9. If you are reading an eval that has been reviewed by someone else, you can respond to the commentsthey have written. If you agree with a previous reviewer’s suggestion, indicate with a “me too.” Ifyou don’t agree, write another suggestion.10. Save all your printed drafts with comments from your reviewers. You must turn these in to thefaculty at the end of the day with your portfolio.11. Edit your evaluation and save the changes to the copy in your folder in the Students folder inForestTimeSpace directory. Save often, like every time you pause to think (ctrl-S). You will thenmake the needed changes to your evaluation. Save your evaluation onto your disk. Email yourself acopy.12. When you are satisfied with your evaluation, submit it to the appropriate faculty.a) Put a copy (not the original) in the appropriate folder (Evals-Heather, Evals-Paul) in theForestTimeSpace directory.b) Just to be safe, email a copy as an attachment to your faculty (eval group). Heather:[email protected], Paul: [email protected] Eval Instructions.doc Page 2 of 413. We (the faculty) will meet and discuss each student’s progress. We will then read the evaluation youwrote and edit as we deem necessary. If we feel that we can’t work with your eval, we will write anentirely new evaluation of your work and you will need to write a standard student self-eval.14. Meanwhile, you need to write an evaluation for each of us, using the official forms (facultyevaluation) and have it ready for your evaluation conference. At your conference, we will exchangeevaluations, read and discuss them, making changes as agreed to by both parties.15. You will also fill out the program evaluation form and bring it to your conference.16. If we elect to write an entirely new evaluation of you, you must then write and submit a self-eval ofthe usual style.Writing a third-person evalWriting an evaluation of yourself is a difficult task. We often don’t step back to take an objective look at ourprogress—it is easy to lose your perspective and gloss over many details. One of the benefits of writing athird-person evaluation is that the language can help you be objective. It forces you to step outside ofyourself and talk about yourself as though you were another person. Although you may initially havetrouble with this process, it will pass. You’re not only writing an evaluation, but also developing some newskills so expect it to be a little difficult. We have provided some questions below to help start the processand have examples of evaluations written by other students for you to look at.Write your evaluation in the third person (see examples). Try to keep it to one page (single spaced). Focuson what you learned, not what you did. The course description will be attached to the eval, so a reader canrefer to that for what you did.Sample Structure• Introductory paragraph includes attendance, an overall statement about general effort andachievement.• Paragraph on forest ecology, what you’ve learned and how well you know this material.• Paragraph on evolutionary biology, what you’ve learned and how well you know this material.• Paragraph on the most important learning you did this quarter, your best work.• Short summary.Suggested topics to coverGeneral Intro• Attendance & completion of all assigned work• Did you participate fully in all aspects of the program?• How well did you achieve your goals for the quarter?• Consider your level of understanding at the beginning of the program and your current understandingof the topics covered in the program.Lecture/ workshop portion• How well do you understand the topics and concepts covered in evolutionary biology and forestecology? You can deal with each discipline separately or mix them together.• Do you fully grasp all of the details or only the main concepts?• What degree of improvement happened during the quarter?Joint Eval Instructions.doc Page 3 of 4• Has this increased understanding affected how you think about things and view the world? Anyexamples?• Do you feel confident in your ability to think creatively with these new ideas/information?• How are your quantitative skills? How does this compare with where