Page 65 - International Journal of Process Educaiton (Special Issue)

Figure 4 Self-Assessment Methodology

Step 1 Define the purpose of This first step clarifies why the endeavor triggering the assessment is
the performance worth assessing and what the assessment hopes to accomplish. With this
information the self-assessor (who is also the assessee) can better determine
what is important to assess (Wiggins & McTighe, 2005).

Step 2 Define the purpose of Here, the assessor establishes the outcomes for the self-assessment and
the self-assessment. restricts attention to certain aspects of the performance being assessed, if
appropriate. The goal should always be personal development and improved
performance.

Step 3 Develop performance Using the outcomes identified in Step 2, the assessor identifies the criteria
criteria for the self- by which to measure the success of the self-assessment. These should be
assessment. 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 Determine attributes In this step, the assessor breaks down each criterion into attributes that can
that indicate quality be easily measured. If the assessment is narrowly focused, one or more of
for each criterion. the criteria may be clear and measurable enough in itself that it will not be
necessary to define its attributes.

Step 5 Determine evidence For each attribute or simple criterion, determine the evidence needed to
for each criterion perform the assessment. Evidence is important in order to judge whether the
criteria are achieved successfully. The evidence should be readily accessible
from the performance being assessed.

Step 6 Select the scale and Measurement requires a scale and a range. If the evidence is carefully
range to be used in selected, these should be self-evident. The scale may be numerical or ordinal
looking at each piece and should be sufficient to explain all gradations within the range. If in doubt,
of evidence. one should make the scale simple.

Step 7 Collect and measure For this step it would be helpful to have already engaged in a reflection about
the evidence. the performance being assessed. The reflection or play-back will highlight
evidence needed to conduct the assessment. The collected evidence should
be connected directly to the performance. Each piece of evidence should be
rated according to its scale.

Step 8 Use the collected In writing a self-assessment report, one determines and documents
evidence to prepare strengths, areas for improvement, and insights gained from conducting
a self-assessment the assessment (Wasserman & Beyerlein, 2007). It is thus referred to
report. as an SII report, and it is the heart of the assessment. For each area for
improvement, one should develop a short-term plan of action (what can be
done immediately) as well as a long-term action plan (what can be done in
the future). If previous action plans have been developed, they should now be
assessed.

Step 9 Determine whether The self-assessment report for Step 8 may identify a need to do further
there is a need to reflection or to engage in learning, research, design, problem solving, or other
engage in other processes in order to maximize growth or to fully implement the action plans.
processes.

Step 10 Assess the quality of Identify the strengths, areas for improvement, and insights gained as a result
the self-assessment of this process, being careful to focus both on the self-assessment process
process. and the product that was generated (i.e., the self-assessment report).

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