A self-evaluation is a process of formally evaluating your own performance. It is a very important learning method and teachers should encourage students to use it as a lifelong learning tool. It can provide insight into students’ true comprehension and can help to identify gaps in students’ knowledge.
In order to become lifelong learners, students need to learn the importance of self-evaluation. They can do this by filling out self-evaluation forms, journalizing, taking tests, writing revisions of work, asking questions, and through discussions.
There are a variety of ways for teachers to provide the students with self-assessments. Research suggests that the simplest tools to encourage student self-assessment are evaluative questions that force students to think about their work (Hart, 1999).
Some examples of these questions include the following:
- How much time and effort did you put into this?
- What do you think your strengths and weaknesses were in this assignment?
- How could you improve your assignment?
- What are the most valuable things you learned from this assignment?
Different Types of Self-Evaluation
Self-assessment can take many forms, including:
- Writing conferences
- Discussion (whole-class or small-group)
- Reflection logs
- Weekly self-evaluations
- Self-assessment checklists and inventories
- Teacher-student interviews
These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress.
Student self-assessment involves students in evaluating their own work and learning progress. Self-assessment is a valuable learning tool as well as part of an assessment process. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement.
Self-assessment tools usually consist of formal or informal exercises. You can take many tests online and self-score your results, although some instruments must be administered by a certified consultant who also interprets the findings. Self-assessment tools usually focus on one or more of these areas:
- Values and beliefs.
- Personality traits.
- Behavior patterns.
- Natural abilities and competencies.
- Career interests and personal goals.
Am I ready for Higher Education?
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers.
Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready.
We are going to suggest you a book that will guide you to use self-evaluation in your higher education. Book: Self-Study Processes: A Guide to Self-Evaluation in Higher Education 4th Edition by H. R. Kells (Author).
The more items, in the following list that apply to you, the more likely it is that you are ready for Higher Education.
- Successful courses completion at an advanced level (A level, specialized diploma, baccalaureate, foundation, access or preparatory program) in a subject similar to the one you intend to study
- And – if the advanced study was not a great struggle for you
- Or – the course is related to your current profession and level of work (e.g. a B.A. in Nursing if you are a nurse or a Foundation Degree)
- And – you have GCSE English (plus math’s for many courses), or the equivalent
- And/Or – you regularly read the advanced text, such as a quality newspaper weekly and several books a year, whether by eye or using taped books
- And/Or – you have had recent practice at writing essays, reports, projects or a similar level of writing
- And – you are reasonably confident about being able to work on your own, without help, for most of the time (through the college may offer specific help for students from overseas or with disabilities, including dyslexia)
- And – you feel you are ready to study in the environment
- And – you can crop with the anxieties
- And/Or – you can translate your personal skills into academic skill
- And – you can type or word-process reasonably well
- And – you are comfortable using a library
- And – you are able, or willing to learn, to use a computer.