Self-Assessment

Objective:
“Self assessment refers to “the involvement of students in identifying standards and/or criteria to apply to their work, and making judgments about the extent to which they met these criteria and standards” (The Art of Evaluation pg 111).

“Students are likely to learn more if they are capable of clearly articulating their goals and self-concepts and of making connections between those goals and self-concepts and the goals and requirements of the course. Self awareness is crucial to involvement in learning” (Classroom Assessment Technique pg 280).

Self assessment “allows them (the learner) to take responsibility for determining whether they are in their optimal challenge zone and adjust accordingly by doing additional review, seeking help, or challenging themselves to pursue more advanced” work “(Student Engagement Techniques pg 129).

Reflective:
During this module of the Provincial Instructor Diploma Program I have learned that assessment is a professional skill. I have gained a wealth of knowledge on different assessment methods used in adult education.

Self assessment enhances learning while allowing the learner to be self reflective. Self reflection is essential in self assessment. This kind of assessment facilitates the learner to reflect on their strengths, deficits, analyze their comprehension, study habits, and progress while assuming accountability and responsibility for their education. The learner who engages in self assessment will have increased self esteem and motivation.

In my professional practice I utilize self assessment in some of my courses. In completing the pre reading and researching for this journal entry has validated that this process is an essential component of adult education.

Interpretive:
Self-assessment can be a formal or informal assessment. This assessment strategy is learner centered and requires the Instructor to provide feedback to the learner on their judgment and progress. As an Instructor you need to plan if you are implementing self assessment in your course. This planning must involve colleagues that will be affected by utilizing self assessment (The Art of Evaluation). It is essential to involve the learners in the procedure and criteria for utilizing self assessment (The Art of Evaluation).

Not all learners have the knowledge, skill, or experience to engage in self-assessment. As an adult educator you must aid in facilitating the learner in developing self assessment skills. This will ensure the learners can evaluate their learning progress towards achieving their educational goals and engage in life long learning. Examples of classroom assessment techniques used for self-assessment are;journals, learning plans and portfolios.

As an Instructor you must be aware that “self assessment is not appropriate for all situations, all learners, or all instructional contexts” (The Art of Evaluation pg 111).

Decisional:
As an educator in a nursing program it is essential that I facilitate the learners how to develop and engage in self assessment. It is essential for nurses to have the ability to logically articulate if they have the competency (knowledge, skills, judgment, and attitude) to perform a task, procedure, or care for a particular patient. This requires the nurse to engage in self assessment to determine if they have the required competencies to safely and competently care for the patient. In using self assessment in my classroom I must facilitate the learners learning by providing constructive feedback and having the learner set learning goals.

“Learner self assessment should be a significant part of any evaluation program” (The Art of Evaluation pg 119). In my professional practice I will continue to use self assessment in some of my courses. Self assessment will not replace the evaluation process but will be used to complement the evaluation process.

I will continue to develop further knowledge and skills in this module of the PIDP on assessments and evaluations. Upon reflecting I may need to engage in ongoing informal education on this to benefit the learners that I am responsible for.

References:
Angelo, Thomas, A., Cross, Patricia, K., (1993) Classroom Assessment Techniques A Handbook for College Teachers, Second Edition

Assessment for Learning, Retrieved from the World Wide Web on June 8, 2013, http://www.assessmentforlearning.edu.au/professional_learning/modules/student_self-assessment/student_research_background.html

Barkely, Elizabeth, F., (2010) Student Engagement Techniques A Handbook for College Faculty

Fenwick, Tara, J., Parsons, Jim, (2009) The Art of Evaluation A Resource for Educators
and Trainers, Second Edition

Loacker, Georgine, Taking Self Assessment Seriously, Retrieved from the World Wide
Web on June 8, 2013, http://cte.udel.edu/sites/cte.udel.edu/files/u7/vol15n2.htm

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