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L
EARNING
TO
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EARN
: B
ECOMING
A
S
ELF
-G
ROWER
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XPERIENCE
4: S
ELF
-A
SSESSMENT
: T
HE
E
NGINE OF
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ELF
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ROWTH
READING
these two processes do have some significant similarities.
It is also instructive to examine the similarities and differences between the products of the reflection and
self-assessment processes (i.e., the reflection log and the self-assessment report). Table 3 illustrates the
differences:
Some of the similarities between the two products are that both should be assessed and both lead to a better
understanding of a past experience.
Table 2
Differences between Reflection and Self-Assessment
Characteristic
Reflection
Self-Assessment
Outcome
Insights
Strengths and areas for improvement
Control
Internally motivated
Could be externally motivated
Timing
Do as soon as possible after experience Wait until ramifications of performance are clear
Continuity
Important to have an uninterrupted period Less important—could stop and start
Focus
Reactive (response to an experience)
Proactive (lead to future changes)
Direction
Backward looking
Forward looking
Criteria
No performance criteria
Have performance criteria
Thinking
Divergent thinking (what if?)
Convergent thinking
Audience
Private
Mentor and others
Tips
This section will help the reader to decide whether or not to engage in reflection or self-assessment, which
process to choose, and how to go about each process. Once experienced, the value of these processes will
be appreciated, and, after consistent use, they will become second nature.
A key first step in the process is to identify the need to do either of these processes (Table 4). Sometimes
there is a critical or motivating event that can indicate this need. Often doing one process can indicate the
need for doing the other, which indicates a cyclical component to the two processes. Even when there is no
specific triggering event, it can be beneficial to occasionally review these tips to determine whether there
may be a benefit gained from employing these processes.
Once it has been determined that one of the two processes should be done, the implementation phase can
be made much more productive and effective if one follows the tips outlined in Table 5 and may result in
success that will lead a person to want to continue to employ these processes in the future.
Conclusion
This paper clarifies similarities and differences between reflection and self-assessment with respect to
their purposes, outcomes, work products, and tips for high quality implementation. As a result of writing
this paper, the authors came to appreciate the cyclical nature of reflection and self-assessment. Our
reflection and self-assessment methodologies are more accessible to undergraduate students and all who
are interested in better understanding their experiences or improving the quality of their performances.
It is our thesis that reflection and self-assessment can quickly become second nature and are essential
practices for anyone who wishes to become a self-grower.