Extract Main Idea

Dialogue has the potential to promote deeper leve Dialogue essential. Can be in the form of journ
Self-assessment and reflection are two associated acts. As Brew states: “All self-assessment inv
In the research project nine students self-assess Students record reflections on recent experi
Reflection occupies a wider territory than self assessment. Reflection involves learners processing their experienc
In order for effective self-assessment to occur, Students need to know value of self-assessment,
eedless to say, there is continuous need for tria Need for multiplicity
talk-based of views
activities can have atouseful
provide a 3 in scaffolding the
function
Self assessment affects the individual's understa As students discuss standards and/or criteria for making judgmen
Many high school students practice journaling and this, too, is part of self assessment. Journa
By its very nature, self assessment is also a social activity requiring understanding on the part
… [P]rospective teachers need opportunities to critically examine their taken-forgranted, ofte
One approach to reducing the gap between theory and practice is for teacher candidates to refl
Appendix A Sample Items for Scales from the MSLQ and the LCB MSLQ Motivation Scales Intrinsic Goa
Reflective Journal Many readers are probably very familiar with reflective journals. For our purp
Reflection can occur at all stages in the teaching process. According to McLeod and Reynolds (2
Further, Smith and Lovat (2006) distinguish between micro- and macro-reflection. Micro- reflecti
McLeod and Reynolds (2007, p. 80) identify three types of reflection in teaching that address p
This study applies an adapted theoretical framework assessment scale for analysing reflective w
Component 6: Representing (macro-reflection), promoting critically informed social, ethical, mor
Organization, Rules, and Procedures How do you organize your classroom to enhance learning a

1. DID I WORK AS HARD AS I COULD

HAVE? NO? WHY?

Was it a lack of energy?

 Taking care of oneself is crucial to a well-functioning brain. This can be done through a healthy diet or daily exe

Were you stuck?

Was it information that you didn’t 
have in order to get unstuck?
2. DID I SET AND MAINTAIN HIGH
STANDARDS FOR MYSELF? NO? WHY?

Lack of vision?

You have to know where you want

to go and how far you want to
reach. You can’t hit a target you can’t 
see, so begin by dreaming big.
Lack of worthy examples?

Seek inspiration. What similar great 
works inspire you? What standards 
did their creators set for themselves?

Did you begin the work with, “Oh, this is

going to be impossible!” or “We’re going
to rock this thing!”
 The attitude and self-fulfilling language that you begin with is so important as it determines the path that you u

What motivates you?

 Which seems more favourable to
you, the pain of effort and
discipline or the pain of
regret? The payoff is huge, 
especially for your confidence, if you 
are proud of your efforts as opposed 
to putting forth little effort and feeling 
like you wasted a lot of time.

3. DID I SPEND ENOUGH TIME TO DO

QUALITY WORK? NO? WHY?
Perceived there was not enough time?

Many students are given a time limit 
to produce something, so it’s 
important to do some scheduling of 
important tasks. The less time you
give to completing a task, the more
the quality suffers. You’ll have to 
sacrifice other less important 
activities if you’re not finding enough 
time to achieve exceptional quality.

Lack of efficiency?
Those who can do great work in little time are efficient, and using time efficiently is a skill that is acquired over
4. DID I REGULATE MY
PROCRASTINATION, DISTRACTIONS,
AND TEMPTATIONS IN ORDER TO
COMPLETE MY WORK? NO? WHY?

There are other things I need to do.

 Prioritize, make a schedule, and stick 
to it with no exceptions. Adjust the 
schedule over days until you get the 
right balance.

I reach a mind fog and have to stop for

a while.
 Everyone needs breaks. Only a 
skilled time manager can withstand 
the temptation to get lost in their 
breaks and never come back. Plan
your breaks and really take
them. For example, don’t go to the 
teacher’s lounge and start talking 
shop. Instead, really try to separate 
yourself the task. It’s funny that when 
you let something sink into your 
subconscious and gestate, you tend 
to come back with better ideas.

I did my break and lost track of the time.

 Deciding on a time limit for yourself 
for clearing the brain can help keep 
you focused on your target. Get a 
timer and be sure to use it. These 
apps that focus on the Pomodoro 
technique are great ones to look at, 
along with this one available for Mac 
users.

5. DID I MAKE GOOD USE OF

AVAILABLE RESOURCES? NO? WHY?
I didn’t know what was available.

Resources are tools that you use to 
reach your goal. This means 
information, apps, people, 
equipment, and so on. Begin your
work by assessing what resources
are available to you.Sometimes you 
get stuck and forget a particular 
resource that can give you that 
nudge to keep going. Our greatest 
resource is people whether you ask 
for help through the Internet, phone, 
or in person.
I didn’t know how to use a resource, or
the resource I was trying to use was too
complicated.

Sometimes a particular app or tool

requires a steep learning curve,
and at some point you have to
decide if you’re wasting too much
time trying to learn it. You could be 
getting too caught up in the bells and 
whistles to the point where it takes 
away valuable work time. If you’re in 
the midst of a project, you might want 
to outsource that part of the project or 
go back to good old pen and paper. If 
you’re not in the midst of a project, 
take a tutorial in the use of the tool 
and have it ready for next time.
6. DID I ASK QUESTIONS IF I NEEDED
HELP? NO? WHY?

I thought my question was going to

sound stupid.

As the old saying goes, the only 
stupid question is the one you don’t 
ask. If you’re embarrassed to ask out 
loud, ask in private.
The teacher was too busy.

Remember the teacher is not the only 
resource available, so be relentless 
until you get the reliable information 
that you need. Asking the right 
questions from the beginning can 
prevent misunderstanding in the long 
run. And remember: clarify, clarify, 
clarify.

I wanted to do it all myself.

 The fear of collaboration (yeah, that's 
actually a thing) can be a stumbling 
block to greatness. Do you realize 
that some of the world’s most
successful people are that way
because they aligned themselves
with the right people?

7. DID I REVIEW AND RE-REVIEW MY

WORK FOR POSSIBLE ERRORS? NO?
WHY?
I procrastinated and just wanted to turn
it in.

This often happens, so next time we 
have to be proactive and nip the 
situation in the bud. Your timeline for 
completion should always allow for 
a review process. Have a finished
product ready well before the
deadline in order to let you or
others do reviews and edits.
I fear the review process because I get
stuck reviewing my work over and over
again to the point where I don’t get
anything done. I’m a perfectionist.
 Don’t get caught up in an obsessive 
loop. You might need to take a break 
first, then come back to your work in 
a fresh state of mind. Or you can 
“toss the ball” to a team-mate, 
colleague, or supervisor for review 
and editing. You must never be
afraid to ask for help if you
genuinely need it.

8. DID I EXAMINE BEST PRACTICES

FOR SIMILAR WORK? NO? WHY?
There were none available.

The right Internet searches will most 
surely bring up examples. Even if you 
don’t find good examples, you can 
work to make something better.

I don’t want to copy.

Certainly there’s a distinction 
between using other’s works for 
inspiration and outright 
plagiarism. Who do you gain
inspiration from and who are you
are trying to emulate?Look at their 
greatest works and strive for that kind 
of quality. Maybe it won’t come this 
time, but keep looking for great 
examples to keep those creative 
juices flowing.
9. IS MY WORK SOMETHING FOR
WHICH I AM PROUD—THAT I WOULD
PROUDLY SHOW TO A LARGE, GLOBAL
AUDIENCE? NO? WHY?

Time ran out.

 Let it go, hand it in, and take your 
lumps. The greatest successes are 
preceded by failures. Certainly we try 
to avoid failures, but what can we 
do? We pick ourselves up and keep 
going, and learn from it.

My team mates let me down.

 In a situation like this (or any other, 
for that matter), the absolute worse 
thing you can do is lay blame. Part of
effective collaboration is in
mastering accountability and self-
management. Your teammates aren't 
there to hold your hand or do your 
work for you. If it’s important to you, 
you will lead and learn how to bring 
out the best in your team. It all comes 
down to this: when your team-mate 
drops the ball, do you stand there 
and chastise them, or do you help 
them back up and keep going 
together?

ONE STEP AT A TIME
We must always strive to achieve a 
“Yes” answer for each of these self-
assessment questions. That said, 
remain aware of the fine balance 
between perfectionism and OCD. You 
know those great artistic works that 
inspire millions? We don’t see the 
countless failures that got them there.
It’s important to keep in mind that
these self-assessment questions are
intended to stimulate personal
growth. Mastery of these ideals won’t 
come in a day for the average person. If 
you’re not at the point where you want 
to be, try again the next day.
 Crossing the threshold from description to deconstruction and reconstruction: using self-assessment to deepen reflection. MA
https://radar.brookes.ac.uk/radar/file/0398385b-51d5-ef1b-a591-837e22fb932a/1/samuels2007crossing.pdf
Crossing the threshold from description to deconstruction and reconstruction: using self-assessment to deepen reflection. MA
https://radar.brookes.ac.uk/radar/file/0398385b-51d5-ef1b-a591-837e22fb932a/1/samuels2007crossing.pdf
Crossing the threshold from description to deconstruction and reconstruction: using self-assessment to deepen reflection. MA
https://radar.brookes.ac.uk/radar/file/0398385b-51d5-ef1b-a591-837e22fb932a/1/samuels2007crossing.pdf
ners processing their experience in a wide range of ways, exploring their understanding of what they are doing, why they are doing it and th
Promoting Learning and Achievement through Self-Assessment Author(s): Heidi Andrade and Anna Valtcheva
Self Assessment for Understanding Author(s): Betty McDonald
Self Assessment for Understanding Author(s): Betty McDonald
Self Assessment for Understanding Author(s): Betty McDonald
Self Assessment for Understanding Author(s): Betty McDonald
Shifting Attention: Using Learning Self-Assessment Tools during Initial Coursework to Focus Teacher Candidates on Student Lea
Shifting Attention: Using Learning Self-Assessment Tools during Initial Coursework to Focus Teacher Candidates on Student Lea
Shifting Attention: Using Learning Self-Assessment Tools during Initial Coursework to Focus Teacher Candidates on Student Lea
Chapter 3: A Model of Action for Self-Assessment and Self-Evaluation: The Nuts and Bolts of Getting Started Author(s): Catheri
Pre-service primary school teachers' self-reflective competencies in their own teaching Author(s): Juliette D. G. Goldman and P
Pre-service primary school teachers' self-reflective competencies in their own teaching Author(s): Juliette D. G. Goldman and P
Pre-service primary school teachers' self-reflective competencies in their own teaching Author(s): Juliette D. G. Goldman and P
Pre-service primary school teachers' self-reflective competencies in their own teaching Author(s): Juliette D. G. Goldman and P
Pre-service primary school teachers' self-reflective competencies in their own teaching Author(s): Juliette D. G. Goldman and P
https://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/SilverStrongSelfAssessmentRubric.pdf

https://www.wabisabilearning.com/blog/self-assessment-questions-growth-mindset
 sment to deepen reflection. MARY SAMUELS a ∗ and JAN BETTSb
07crossing.pdf
sment to deepen reflection. MARY SAMUELS a ∗ and JAN BETTSb
07crossing.pdf
sment to deepen reflection. MARY SAMUELS a ∗ and JAN BETTSb
07crossing.pdf
oing, why they are doing it and the impact it has on themselves and others. Like self assessment, reflection is intrinsic to learning and occur
Anna Valtcheva

cher Candidates on Student Learning Author(s): Allison J. Kelaher-Young and Cynthia L. Carver
cher Candidates on Student Learning Author(s): Allison J. Kelaher-Young and Cynthia L. Carver
cher Candidates on Student Learning Author(s): Allison J. Kelaher-Young and Cynthia L. Carver
etting Started Author(s): Catherine Milne and Judith McVarish
(s): Juliette D. G. Goldman and Peter Grimbeek
(s): Juliette D. G. Goldman and Peter Grimbeek
(s): Juliette D. G. Goldman and Peter Grimbeek
(s): Juliette D. G. Goldman and Peter Grimbeek
(s): Juliette D. G. Goldman and Peter Grimbeek
is intrinsic to learning and occurs whether it is prompted or not. Informal reflection, like informal self assessment, occurs all the time; or ra
ssment, occurs all the time; or rather it is occurring if teachers manage to avoid constructing their own activities in ways which inhibit it hap
vities in ways which inhibit it happening. Many writers from different traditions have described the idea of reflection. In the tradition with
reflection. In the tradition with which I most familiar, reflection has been described as involving ‘a state of perplexity, hesitation, doubt’ (D
perplexity, hesitation, doubt’ (Dewey 1933), ‘inner discomforts’ (Brookfield 1987), ‘disorienting dilemmas’ (Mezirow 1990). It is associated
(Mezirow 1990). It is associated with questioning, uncertainties, discrepancies and dissatisfactions. It represents an acknowledgment that
esents an acknowledgment that learning is hard won (it is not a simple process of transmission or induction). It is about learners constructi
n). It is about learners constructing their own meanings within a community of professional discourse. It is also about professionals retainin
also about professionals retaining critical control over the more intuitive parts of their expertise