Page 63 - International Journal of Process Educaiton (Special Issue)

Figure 2

 Targeted learning skills, the Classification itself is also useful for
improving self-assessment skills, many of which are listed
 Based on an earlier experience or performance in the Classification; see Figure 3 for a sampling (Apple,
Beyerlein, Leise, & Baehr, 2007).
 Improved through analysis
Figure 3 Self-Assessment Learning Skills [from Founda-
 Internal tions of Learning, 4th edition (Redfield & Hurley
Lawrence, 2009)]
 Meaningful
Developing an setting criteria
 Important in improving quality Assessment ensuring validity
ensuring completeness
 Conducive to learning (about self or content) creating a measurement system

But there are important differences between the two Conducting an introspecting
processes. Even as reflection can play a role in self- Assessment reflecting
assessment and can support self-assessment as an ongoing applying criteria
practice, it tends to be backward-looking (we reflect on past measuring
performance) while self-assessment is forward-looking
(strengths and areas for improvement are used to improve Reporting an presenting feedback
future performance). It is because of this difference that Assessment complimenting
the goal of reflection is “knowing” whereas the goal of accepting feedback
self-assessment is “growing” (Desjarlais & Smith, 2011).
Self-Assessment and Self-Growth (see the section
Self-Assessment and Improving Learning: Self-Growth / Growth Mindset)
Learning Skills
Remember, learning is about increasing knowledge;
How does self-assessment improve learning? An obvious growth is about improving performance (and capacity
method is to use and implement strategies or action plans in the performer). If self-assessment is how we improve
targeted in the areas for improvement identified in a self- performance, then, most simply, self-assessment causes
assessment. Yet there is another way to use self-assessment growth. A self-grower has an enduring interest in and
to improve learning by making use of the Classification of proficiency with self-assessment which enables him or
Learning Skills for Education Enrichment and Assessment her to continually grow (capacity) and improve future
(Apple, 1997). When learning skills are improved, performances (Apple, 1997; Myrvaagnes, 2007).
the ability to learn and the performance of learning is
improved; performance with a learning skill can be the A Methodology and Performance Measure for
focus of self-assessment, leading to improved learning. Not Self-Assessment
only was assessment identified as essential for developing
and improving proficiency with skills in all domains, self- As comprehensive as self-assessment is in the scholarship,
assessment is a universal process for improving learning we did not have a methodology for conducting self-
skills (Desjarlais & Smith, 2011). The importance of
assessment (or self-assessment) in improving these skills
is seen by the placement of the assessment process arrows
in Figure 2. Beyond assessment as a tool to improve

International Journal of Process Education (February 2016, Volume 8 Issue 1) 61