Page 361 - Foundations of Learning, 4th Edition (Revised)

Assessment and Self-Assessment

In principle, assessment and self-assessment are identical. However, with self-assessment, the assessor
(the person performing the assessment) and assessee (the person whose performance is being assessed)
are the same person. While very similar, the difference between the two processes can be significant.
Most people find it more difficult to self-assess than to assess someone else.

Why is this? Wouldn’t you expect that because you know yourself
better than anyone else does, that you’d be the best person to assess
your own performance? Not really...and here’s why: Performing an
assessment requires some degree of objectivity—you must be able
to see the performance as a thing that stands separate from your
feelings about your performance. That is not an easy task. As you
will see later in this chapter, the ability to remain objective while
performing an assessment is one hallmark of a strong assessor.

Here’s an example to help clarify things:

Suppose you are asked to look at a photograph and let the photographer know what makes the picture
“good,” (its strengths) and what the photographer could do to improve the next photo (areas for
improvement). What would you look at? On a basic technical level, you might notice if the picture is
in focus or if the photographer’s thumb is covering part of the picture. Now suppose the snapshot is of
you! The basic tendency in looking at the second photo is to focus upon yourself and how YOU look. It
is a challenge to keep what you think and feel about how you look in the photo out of your assessment
of the photo itself—in other words, to remain objective.

Profile of a High-Quality Assessor

Below are some of the attributes and characteristics that are associated with people who are strong assessors.

A high quality assessor…

• uses evidence to make informed decisions

• is objective

• is comfortable receiving and giving feedback for improvement

• is aware that nothing is so perfect that it cannot be improved

• has the ability to multitask

• can focus on what to observe

A description of different levels of assessor performance is presented at the end of this chapter.

Chapter 13 — Assessment for Self-Improvement 355