Basic HTML Version
READING
E
XPERIENCE
4: S
ELF
-A
SSESSMENT
: T
HE
E
NGINE OF
S
ELF
-G
ROWTH
96
L
EARNING
TO
L
EARN
: B
ECOMING
A
S
ELF
-G
ROWER
Comparative Analysis
From a search of the literature, it has become evident that most authors blur the distinction between
reflection and self-assessment with a tendency to emphasize the former. Burke (2009), however, shows
that while both reflection and self-assessment can lead to learning from an experience, they are distinct
processes with different motivations or purposes. This paper expands on previous work by identifying
some of the differences between the processes, as specified in Table 2.
The two processes differ in terms of the initial motivations, situations which call for each process, how
each process should be done, and what their goals are. People use reflection when there is the expectation
or desire to gain insights about themselves by reflecting while they use self-assessment to improve future
performance by identifying strengths and areas of improvement. This initial motivation can come from
different sources: people are often internally motivated to engage in reflection since individuals may
suspect that insights can be gained through that process; and while these insights may indicate a need for
self-assessment, there can also be external motivation for self-assessment from supervisors or colleagues.
The time required for doing these processes can differ, both in terms of the starting time and the block of
time needed. It is important to do the reflection as soon as possible after the experience since the play-back
of the experience is a crucial step in the process. The experience should be “fresh” so that the reflector is
able to focus on significant components. On the other hand, in conducting a self-assessment, it may be
necessary to wait to determine potential ramifications of the performance. Knowing these will aid in the
self-assessment process. The block of time available for each process can differ. In the process of reflection
it is important to have an uninterrupted period of time to allow for the play-back of the experience and
identifying insights. In the process of self-assessment it is possible to stop and start; for example, someone
can pause the process between identifying strengths and areas for improvement.
The differences in motivation and goals of the two processes lead to reflection being backward-looking and
reactive since people reflect on past experience and self-assessment being forward-looking and proactive
since the strengths and areas for improvement will be used to improve subsequent performances. Also,
the reflection process tends to be kept private while self-assessment is a tool leading to self-growth that
should be shared with a mentor if one is available. The goal of reflection is “knowing”; the goal of self-
assessment is “growing.”
While there are some distinct differences between the processes of reflection and self-assessment in terms
of the reasons or ways of doing them, they also share some qualities. Some of the similarities between
reflection and self-assessment include the following. Both are:
• Structured
• Sequential
• Targeted
• Based on an earlier experience or performance
• Improved through analysis
• Internal
• Meaningful
• Important in improving quality
• Conducive to learning (about self or content)
The two processes are structured, sequential, and targeted. There is a methodology for each process that
describes the steps that should be taken and the order in which they should be done, and these steps are
targeted to help the individual achieve the desired outcomes of each process. Each process is based on an
earlier experience or performance and requires the analysis of the experience or performance, yet both
can be very meaningful processes for improving the quality of life. Also, any of the possible outcomes of
either process can lead to learning, either about oneself or content that one is to learn for a course. Thus,