Module 8 assignment overview

Self-Evaluation Upon the Approach of the Benchmark Assessment

Self-evaluation is actually a far more difficult process than it may at first seem to be. Indeed, one can superficially reflect on one's performance using the numerical and metric evaluations which are often used in educational and testing contexts in order to quantify demonstrable knowledge. However, a more nuanced and thorough evaluation must attempt to integrate both formal ways of assessment and modes of more critical examination.

I would bear in mind this need for balance as I would approach the benchmark assessment for our course. To this end, I found it useful to first identify those dimensions of my experience which could be used to reflect on my performance and that which I have learned. Therefore, I selected a few categories for consideration that seem to highlight the course to this juncture: theory, application and demonstration. Each of these dimensions would provide me with a framework for the assessment of my relationship to the course as well as its instruction and materials.

With respect to theory, I consider that the various models for learning, the different philosophies relating to pedagogy and the organizational constructs relating to classrooms and educational institutions have provided me with a more profound appreciation for the complexity of the profession. It may even be said that I had previously taken for granted certain assumptions regarding instructional approach and the needs of students. Attacking these subjects at the theoretical level would prove eye-opening, bringing me to consider that in the reality of education, factors such as classroom diversity, the wide spectrum of individual learning needs and the constant encounter of the unexpected challenge create a greater imperative for flexibility and intuition. I feel confident that much of the theoretical grounding supplied by the course content and discussions has been valuable as a preliminary step in gaining this flexibility. I anticipate that the classroom dynamics which can prove to be so unpredictable will require the preparation gained here.

This belief is underscored by the application level experiences availed by our course studies. The translation of the spectrum of theoretical teaching models into a strategy for curriculum would require me to assess different instructional approaches as they relate to my own personal style. Quite to the point, as I would reflect on this part of my experience in approaching the benchmark assessment for this course, I would come to appreciate the importance of remaining true to one's strengths and skills. During the process of application in such areas as composition, testing of knowledge and the initial phases of lesson plan development, I would come to appreciate the importance of selecting pedagogical strategies which correspond to my particular virtues as an educator.