Page 89 - Learning to Learn

LEARNING TO LEARN: BECOMING A SELF -GROWER 89
EXPERIENCE 4: S ELF-ASSESSMENT : THE ENGINE OF SELF -GROWTH READING
Discussion of Steps
Reflection Self-Assessment
STEP 1
Recognize a need to reflect.
This step can be initiated due to a hunch or expectation
that there is something valuable to be gained by
replaying a past experience. One may need to clarify
some confusion that prevents the full experience
from falling into focus.
Define the purpose of the performance.
This first step clarifies why the endeavor triggering
the assessment is worth assessing and what the
assessment hopes toaccomplish.With this information
the self-assessor (who is also the assessee) can better
determine what is important to assess (Wiggins &
McTighe, 2005).
STEP 2
Pick a time and place for reflection.
In this step, the reflector identifies a time and place
that will minimize distractions and lead to a quality
reflection. It may involve a mindless activity such as
walking, chopping wood, weeding, etc. One needs
to be prepared to record insights as they come to
light. This recording can be in a written, electronic,
or verbal format (such as a digital voice recorder).
It may help to pair up with another person who can
listen and record the components of the experience,
and the insights gained. This is especially important
for people who do their best thinking while speaking.
Define the purpose of the self-assessment.
Here, the assessor establishes the outcomes for the
self-assessment and restricts attention to certain as-
pects of the performance being assessed if appropri-
ate. The motivation to perform the self-assessment
may have come from an earlier reflection, but the
goal is always personal development and improved
performance.
STEP 3
Play back the experience which triggered the
reflection.
In this step the reflector goes back through the
experience slowly enough to examine each aspect.
This should not be a mere recitation of the sequence
of events but an examination of components that may
be significant. The reflector should try to engage all of
the senses in this process and pay particular attention
to context and behavior, accomplishments, failures,
skill level, knowledge level, and personal and fixed
factors (Elger, 2007).
Develop performance criteria for the self-assess-
ment.
Using the outcomes identified in Step 2, the assessor
identifies the criteria by which to measure the
success of the self-assessment. These should be
understandable, measurable, realistic, and relevant
to the outcomes. These criteria will help keep the
assessment process focused. In most cases, there
should be no more than four criteria.
STEP 4
Document all insights in a reflection log.
As the reflector replays the experience, all insights
should be listed in a reflection log without any initial
judgment on their quality or usefulness. Even if the
insights are initially recorded orally, they should be
transferred to a visual format, either on paper or a
computer. Steps 3 and 4 may be iterated multiple
times before moving on to the next step because
one insight may prompt the reflector to realize that
earlier moments in the play-back need more careful
examination.
Determine attributes that indicate quality for each
criterion.
In this step, the assessor breaks down each criterion
into attributes that can be easily measured. If the
assessment is narrowly focused, one or more of
the criteria may be clear and measurable enough in
themselves that it will not be necessary to define their
attributes.