Page 70 - International Journal of Process Educaiton (Special Issue)

the Personal Development Methodology. It also provided
customization of existing forms for technology, and added
a new lecture/lab notes form. The Information Technology
Self-Assessment Learning Journal (4th ed.) (Krumsieg &
Miller, 2008) provided an overview of the concepts of
learning to learn and self-growth; in addition to improved
forms, this edition also included a self-assessment project
journal and weekly assessment notes.
Scholarship focused on how to engage students in
reflection using tools that can be found in the Faculty
Guidebook (Beyerlein, Holmes & Apple, 2007). The
module Persistence Log (Atnip, 2007) deals with how
to get students to understand when and how their efforts
connect to their successes. Practical Implementation of
Self-Assessment Journals (Miller, 2007a) discusses the
principals of implementing reflective practice and self-
assessment. There is an awareness of how context impacts
reflective practice; Using Reading and Lecture Notes Logs
to Improve Learning (Miller, 2007b) focuses particularly on
building reflective practice in large lecture courses while
Hare (2007) tackles the issue of implementing reflective
practice within a team structure in Team Reflection.
The Student Success Toolbox pre-market edition (Pacific
Crest, 2009) again upgraded the existing forms, added
content on the Classification of Learning Skills, the criteria Learning” in Quantitative Reasoning and Problem Solving
for team roles, information about the Theory of Performance,
instructions for a self-growth paper, the rubric for levels
of learner performance, an activity analyzing a course
syllabus, and tips for becoming an "A" student. New forms
included concept mapping, addressing and avoiding errors,
a learning journal, an SII performance assessment report,
team assessment, performance analysis and assessment,
a learning contract, mid-term assessment, and course
assessment. This set of tools was expanded by providing
access to items such as methodologies and rubrics that
could be downloaded from a website. The Student Success
Toolbox (1st ed.) (Pacific Crest, 2013) added a mentoring
planning form, a mentoring agreement, a preparation
worksheet, a weekly planner, and a course record sheet.
Reflection and Self-Assessment
During a 2001 Advanced Teaching Institute, a community of
Process Education practitioners spent some time considering
the relationship between self-assessment and reflection,
determining how and why they differ from and support each
other (Pacific Crest, 2001). Leise (2010), in his supervisory
work with students studying counseling, explored the
relationship between assessment and reflection in Improving
Quality of Reflecting on Performance. He prepared a
holistic rubric for assessing the quality of reflection from
“unfocused observer” to “integrated reflector” (see Figure 1). is improved learning and performance for everyone:
He emphasized the importance of growth in selected skills
across the cognitive, social, and affective domains that are
68 International Journal of Process Education (February 2016, Volume 8 Issue 1)
necessary for effective reflection (e.g., filtering information,
being non-judgmental, and challenging oneself). He further
noted that the Process Education perspective on reflection
contrasts with philosophical and spiritual traditions; in
the Process Education model, assessment of performance
prompts reflection, and the discovery of insights from
performance experiences is a significant meta-cognitive
process that is essential to growth of skills. This scholarship
was further advanced in the article Comparative Analysis of
Reflection and Self-Assessment (Desjarlais & Smith, 2012).
A disciplinary exploration of the importance of and methods
for building metacognition within engineering practice is
offered in Reflection and Metacognition in Engineering
Practice (Davis, Leifer, McCormack, Beyerlein, Brackin &
Trevisan, 2013).
Reflection, and Meta-cognition in Student
Curricula
The scholarly advances made with respect to self-
assessment, reflection, and meta-cognition became a
cornerstone of each learning experience in Learning to
Learn—Becoming a Self-Grower (Apple, Morgan &
Hintze 2013) and informed the design of learning activities,
leading to a section dedicated to reflection, “Learning to
Learn Mathematics: Reflecting on and Appreciating Your
(Ellis, Apple, Watts, Hintze, Teeguarden, Cappetta, &
Burke, 2014) (see Figure 2).
A learning activity that is entirely focused on metacognition
is “Metacognition: Thinking about My Thinking,”--Expe-
rience 11 of Learning to Learn: Becoming a Self-Grower.
This learning experience challenges learners to identify
something they have learned (by documenting it with a
learning journal worksheet) and then to engage in metacog-
nitive exploration of that learning. They use a metacognitive
exploration worksheet to do each of the following: record
their level of learning, explain how they determined their
level of learning, list the learning skills they use when dem-
onstrating or applying their learning, determine and share
the steps they used from the Learning Process Methodology
in the course of doing the learning, create an outline of how
to teach what was learned to someone else, and finally cre-
ate inquiry questions that will help a new learner explore
more deeply or transfer their learning.
Whether the implementation of reflective practice and
increased metacognition is at the level of a post-activity
prompt, forms/worksheets/tools integrated into a learning
activity, or practices integrated into teaching or learning
at the course level, when reflection becomes a natural or
familiar meta-cognitive process, the only possible result
learners, educators, individuals, teams, and organizations.