self assessment essay examples

EssayonWritingSelf-Evaluation

Ibelieveitisimportantforanystudentwhowantstodotheirbestinaclasstotakeamomentto evaluatetheirownworktodeterminetheratetheirwritingisprogressingandhowtheycancontinue toadvancetheirwritingWhenIlookedthroughmyownworkIaskedmyself"whathaveIlearned thissemester?"and"whatdoIstillneedtolearninordertoimprovemywriting?".Answeringboth thesequestionswillhelpmewithmylaststepofmyself–evaluation,developingaplantolearnnew skills.

Duringthissemester,Ihavestrengthenedmywritingbytryingnewwritingtechniques,learning aboutpurpose,andfindingnewwaysofcombatingwritersblock.Myfirstessayinthisclasswas lessfocusedthentheessaysIwrotelaterin...showmorecontent...

Ihavestruggledwithwriter'sblockwithoftenInthepast,I'velearnedtotakebreakswhilewriting tohelpalleviatesymptomsofwritersblock;however,duringthesemesterIhavelearnedtocarrya padofpaperwithmesothatIcanwritedownidea'swhiletheyarefreshinmymind.Writingdown mythoughtshashelpedmeavoidwritersblockbecauseIhavealistofthoughtsaboutthesubject beforeIhaveevenstartedwriting.WhenIstrugglelesstowriteitimprovesmyessay'sby decreasingmystress,thiscanbeseeninmywritingIwasafflictedwithwriter'sblockwhiletrying towritebothmycompareandcontrastessayandmydescriptionessay,thiscausedmealotofstress andcausedmyessaytosuffer.Ontheotherhand,whenIwrotemyclassifyanddivideessayIdid nothavetodealwithwriter'sblock.Asaresultthestresslevelwasgreatlydecreasedandthe improvementissubstantial.

Althoughmywritinghasmadesomegoodprogressduringthecourseofthissemester,Istillsome thingsIneedtolearninordertokeepimprovingmywriting.Grammar,writinginanactivevoice, andbuildingmyrewriteskillsarethreeexamplesofskillsIneedtobuildupontocontinueto improvemewriting.

Eventhoughmygrammarhasimprovedduringtheprogressionofthisclass,Istillhavealottolearn beforemyknowledgeofgrammarcancontributetomywriting.Ihaveneverhadanaptitudefor

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AsIreflectonmypastassessmentprocess,Irealizedhowmuchmyassessmentshavechangedover theyears.Inmyearlyyears,Iusedtestsforinformationalrecallasmyassessments.Ifeltthesewere appropriateguidelinesinwhichIneededtofollowinordertosubstantiateastudent'sgrade.Every assignmentortestswasgivenapointvalueandthenbasedontheamountofpoints,agradewas givenEverystudent'sassessmentwasexactlythesame,andtheassessmentsdidnotcontainany subjectivity.Ifeltconfidentingivingthegradebasedonavalidpointsystem.Howeverreflecting back,IseethatIdidnotincludeanyperformance–basedassessmentsorindividuallearningstylesin myearlyassessmentIalsodidnottakeshowmorecontent

Partofmyassessmentphilosophyistoassessstudentsonadailybasiswhichalsoincludestheir reactiontomyclass.Studentscometoschoolwithsomuchbaggagethatifyouonlychoseoneday aweek,orfourorfivetimesamarkingperiodtoassessthem,chancesare,theymaybehavingabad day.Therefore,thesestudentsmaynotdemonstratetheirtrueabilityifgivenonlyafewattempts duringthemarkingperiodAssessmentneedstobeacontinuousprocessthroughoutthemarking period.Everydaymystudentsaregivenanopportunitytodemonstratetheirlearningwhetheritisan observation,aquickansweroraone–on–onediscussionoragroupproject.Myassessmentsare consistent,flexibleandachievable.IadheretothedeadlinesthatIgivemystudentsaspartofmy assessmentprocess.Iwanttoinfuseinmystudentsthattheworldhasdeadlines,andyoumustbe preparedtomeetthem

Assessmentformanystudentsmeansfailureinsteadofdemonstratingwhatyouknow.Toomany studentswalkawayfromatest,asciencelab,oranyotherlearningexperienceandfeelasifthey havefailedStudentsshouldwalkawayfromtheseexperienceswithafeelingofcuriosityIf assessmentsarecorrectlyused,studentswouldwanttoexperimentmoreandtakeadditionalrisks knowingthattheendresultwouldbeafeelingofachievementinsteadoffailure.Assessments

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PersonalSelfAssessmentEssay

Selfassessmentisaprocessinwhichyouexamineyourselfinattempttodiscoverandlearnmore aboutyourself.Yourlikes,dislikes,behaviors,attitudesandhabitscanbefoundduringthisprocess. Youcanusethediscoveriestoyouradvantagebyacceptingorchangingstrengthsandweaknesses.I planonusingthiscoursetoenhancemypersonalskillstobecomeabetterstudentandfindsuccess inearningmyBachelorofArtsdegreeatAshfordUniversityinSocialScienceSelfAssessmentis thefirststepinmysuccessfulfuture.

Icanrememberinhighschool,itseemedlikeIwasalwaysoneofthelaststudentsfinishedwitha test

Iwassometimessloweratcompletingawrittenpaperoranassignment.Inopendiscussions...show morecontent

IhavediscoveredsomeinterestingthingsIhavenoticedinmyselfbeforetakingthiscourse.For example,mylearningstyleIhavenoticedisthevisuallearningstyle.

Withthis,Iprefertoseeandreadinformationtofullgaincomprehension.IfIforgetthedata,ornot clearlyunderstanditthefirsttimeread,Ihavetheoptionofreadingitover.Idonotalwaystrust myselftoabsorballinformationthefirsttimearound.Itakealotofnotestolookat.Noteshelpme remembereventhoughImaynotreadtheagain,Icanrefertotheminmymindafterwritingthem downIamnotsureifjustanyonereadingthemwouldgetanythingoutofit,butatleastIknow whattheymean.

Iliketotakemytimewithmaterial,butamnotalwaysgiventheallottedtimetodoso.Ialsoliketo keepawrittenlistofthingstodotorefertoIamcomfortablewithmylearningstyle,accepteditas myveryown.Iamnotsureifchangingitthislateinlifeissuchagoodidea.Ihavegotbythisfar,it mustworkoutforme.

Ihaveidentifiedmypersonalitystyleasbeingextroverted,onewhobecomeseasilyenergizedby others,andoutwardlyexpressingthoughtsaslongasIamfullyunderstandingcontextandmaterial beingdiscussedIfIhavenoideawhatisbeingaddressed,Iambetterofkeepingquiettosave myselffrom

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4.c.4.PrepareELLstouseself–andpeer–assessmenttechniqueswhenappropriate.Theartifacts revealtheuseofselfassessmentsandpeerassessmentinaclassroomenvironment.Theuseofself andpeerassessmentallowsthestudentstoplaceresponsibilityuponthemselves.Thisartifactis documentationofalessontaughtduringmytwo–weekinternshipinAlabasterCitySchools.The internshipwaswithanESLSummerCamp,pertainingtothird–gradestudentsThisartifactportrays theabilityofstudentstoselfandpeerassessduringlearningactivities."Self–assessmentismore accuratelydefinedasaprocessbywhichstudents1)monitorandevaluatethequalityoftheir thinkingandbehaviorwhenlearningand2)identifystrategiesthatimprovetheirunderstandingand skills(McMillianandHearn,2008)."Thisparticularactivitywaspartofalargerlearning target.showmorecontent

Undereachlabeleditemoronthebackofeachpieceoftherealia,wasthecorrectheightforeach two–dimensionalandthree–dimensionalitem.Whenstudentscompletedtheirmeasurements,I sharedthelocationoftheanswersTheself–assessmentstepallowedthestudentstovalidatetheir answers.Onceastudentcheckedtheiranswers,theywereabletosharetheinstructionstocheck theiractivitydocumentwithotherstudents.Thiscollaborationwasadominoeffectwiththe classmates.Theyexhibitedthethoughtthat"researchshowsthatpupilassessmentcanbemore effectivethantraditionalteacher–basedmarking.Pupilsoftenlistenmoreactivelytothe observationsoflearningpartnersandaccordhigherstatustotheirevaluations(Retrievedfrom ttp://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsassessment.asp)."I wasabletoseethestudentsexhibitthisbehaviorwhiletheyinteractedwitheachotherthroughout this

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