Page 66 - International Journal of Process Educaiton (Special Issue)

Figure 5 For some typical experiences, students must determine if that experience demonstrates
Discovery Exercise evaluation or self-evaluation, self-assessment, reflection, or seeking external affirmation.
Reading
“Why Assessment?, Action Plans, A Comparative Analysis of Reflection and Self-
Rubrics Assessment” (excerpted from the International Journal of Process Education, June 2011,
Models of Self- Vol 3, Issue 1)
Assessment Tools
Challenge Performance Levels for Self-Assessors, Performance Levels for Action Plans

Self-Assessment Self-Growth Goals worksheet, Reading Log, Learning Journal entry, Reflector’s Report

My Life Vision Evaluation to Assessment worksheets (students should identify situations in which
evaluation is taking place and recast the feedback as assessment-based; a minimum of
15 should focus on SELF-evaluation and SELF-assessment)

For every experience from this one forward, students are tasked with performing a self-
assessment of their performance as a learner and self-grower in meeting the learning
outcomes and performance criteria shared in the experience.

Students are challenged to write two pages on what their world would be like if they chose
to help themselves improve rather than judging themselves.

Figure 6 Performance Criteria for the Self-Growth Paper (from Foundations of Learning)

Criterion #1: completeness of the paper

Attributes: a. each component noted in the plan is included
b. the paper should be a minimum of 5 pages in length
c. goals for the future are included in the paper

Criterion #2: demonstrated ability to assess one’s own performance

Attributes: a. assessment is designed appropriately (Chapter 13)
b. SII Method of Assessment is used appropriately (Chapters 7 and 13)

Criterion #3: level of thought and analysis

Attributes: a. assessments are evidence-driven (they rely upon evidence), using specific examples from
previous assessments, writing assignments, and the Life Vision Portfolio

b. achieves at least Level 3: Guide/Coach on the Levels of Assessor Performance rubric
(Chapter 13)

c. demonstrate at least Level 2: Comprehension of Key Issues on the Levels of Assessment
rubric (Chapter 7)

and offers much about self-assessment. The pertinent In addition to the use of self-assessment in student-learning
content is outlined in Figure 5. curricula, Quantitative Reasoning and Problem Solving
(Ellis, Apple, Watts, Hintze, Teeguarden, Cappetta, &
Both books include the self-growth paper, which is a Burke, 2014) includes “A Successful Performance” in each
synthesis or portfolio of the self-assessments students activity. This is a presentation of the performance criteria
completed during the course. The performance criteria for specifically phrased to describe a successful performance
the self-growth paper (see Figure 6) are fairly stringent (itself an interesting innovation). See Figure 7 for an
and demonstrate not only the degree to which students example from Activity 5.1, Data Generation. At the end
have been working with self-assessment throughout the of each activity, students complete the section, “Assessing
course, but the degree to which their competence in self- Your Performance.” In this section, students are prompted
assessment has been demonstrated to have grown. to review the “Successful Performance” section and then

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