Self-Assessment Assessment of Final Course Project: Final

Self-Assessment Assessment of final course project: Final self-reflective assessment for students on the process of learning The assessment instrument I will use is a combination of a checklist and a short essay section which will enable the learner to assess his or her effort and competencies over the course of the semester.

The assessment will involve a Likert scale from 1 to 5 with 1 being 'not much at all' to five being 'very much.' Questions will include self-reflective assessments such as: "I put forth a great deal of effort in this class" and "I devoted enough time to research all of my assignments adequately." To encourage accurate reflection, there will also be questions about hours spent studying every week and the number of times the student missed class.

As well as a scored questionnaire, students will also have the opportunity to write a short essay on the topic "what I would suggest I could improve upon when I take my next class" and also a short essay on what the teacher could improve upon. This will enable the student to include any reflections he or she could not address over the course of the questionnaire. The questionnaire would prompt self-reflection which would then better translate into the essay section's less structured methodology.

This reflects "self-assessment as a developing process…the use of criteria that are gradually internalized. These criteria are constantly refined by instructors, who initially articulate the criteria, and by students, who at first might or might not be able to express some criteria" (Loacke 2004). The assessment would be given at the end of the last class, without the teacher in the room. This would be designed to encourage greater honesty. The assessment administrator would distribute the questionnaires and essays to the students.

The students would be given unlimited time to complete the self-assessment. At the end of the self-assessment, the assessments would be collected by the administrator and placed in a sealed envelope. The students would be assured that the assessments would not be read until after their grades were submitted -- once again, to encourage greater honesty.

Learners with special needs such as students who needed to read the document in Braille could easily be accommodated simply by giving them a form which was in translation and ASL student could receive the instructions through an aide signing the directions. For the most part, the special accommodations needed to complete the paper would be no different than those for other class assignments. Also, the language would be relatively simple on the self-assessment, given that the self-assessment would be intended for students with varying levels of ability.

The primary purposes of the self-assessment would be for the students' psychological benefit and for the teacher to gain an understanding of what students were getting from the class. Assessment items would be linked to one of the primary objectives of any adult learning environment: self-reflection and a better understanding of.