Self Assessment

Learn the value of self-assessment, starting with the identification of strengths and then deciding upon next steps, moving away from focusing on deficiencies and honoring the knowledge and beliefs they bring to the learning process (Self Assessment).

In this Habit of Mind, teacher/learners move through a process of self-assessment, progressing away from a focus on deficiencies/weaknesses and coming to understand the necessity of knowing their own strengths and next steps. In addition, pre-service educators should demonstrate the ability to create and implement an action plan to address next steps. Over time, they should come to question/assess themselves, be able to provide specific evidence of strengths and of action plans for next steps, and be able to discuss how this process of self-assessment has contributed to the growth of their knowledge, skills, and beliefs as future educators.

1. Discovery

2. Guided Exploration

3. Independent Application

Teacher/learners can name few of their strengths and next/steps in written or spoken language with assistance, and sometimes make associations between their own experience and the acquisition of knowledge, skills, and beliefs, that may contribute to their growth as educators. Their questions are limited and seldom show reflection. They have not yet begun to implement a problem-solving approach to their work in classrooms and may only be beginning to see value in self-assessment.

Teacher/learners can write and speak about self assessment, naming their particular strengths and next/steps, elaborating with examples from their personal experience with some help from others. In oral and written discussion, they see the relationship between their strengths and next steps with some reference to skills, knowledge, and beliefs they study or observe in others. They periodically pose questions which demonstrate self-reflection and an interest in problem-solving. Teacher/learners can respond to questions about the value of self-reflection thoughtfully and acknowledge when reflection contributes to their growth as educators in writing, speaking, research, and/or the public school classroom.

Teacher/learners write and speak specifically with reference to self assessment, naming their particular strengths and next/steps, elaborating as necessary in order to clarify statements with examples from current and past experiences. In oral and written discussion, they reflect on skills, knowledge, and beliefs in light of their strengths and next steps, asking questions which demonstrate analysis of their own ideas and abilities. They routinely use self-reflection to problem-solve in the classroom, creating action plans based on next steps when it is feasible. Teacher/learners acknowledge the value of self-reflection in contributing to their growth as educators in writing, speaking, research, and/or the public school classroom.