Student Self-Assessment Reflection

The Garfield writing and reading attitude survey is a great assessment when a teacher is trying to figure out a student’s attitude towards recreational and academic reading or writing. The writing attitude survey conveyed mixed feelings toward writing for school and getting to write more on things of his interest. His full scale raw score was a 65, which places him in the 27th percentile rank of a midyear 3rd grade student. Analyzing his data he circled six happiest Garfield’s, and ten very upset Garfield’s. This leaving the other twelve answers as slightly smiling or mildly upset. I interpreted these results, as Bryan does not love to write, but he also does not hate it, therefore Bryan has a mutual outlook on writing. The reading attitude

Literacy: Brynlee approaches learning situations with a positive attitude and persistence. She is able to use sentence starters to help convey her ideas. Brynlee is also able to use ‘and’ in her writing to connect her ideas. She is encouraged to consistently use finger spaces in her writing to make is easier to read. She has a popsicle stick to use as a physical reminder to help organize her work. She is beginning to expand her writing by adding details. For example, when writing about our lunch she wrote, “I have a hot rod it is red”. She is also encouraged to consistently use lowercase letters inside her sentences. Brynlee has an alphabet visual on her desk as a reminder. She is also in a group for literacy that focuses on sight words and word families, which will support her in further developing her reading and writing. When reading, Brynlee is able to sound out her words and communicate her comprehension skills. She would benefit from using RAZ Kids to further develop her reading abilities. Brynlee is supported in this goal by engaging in a small-guided reading group. We focus on using

Looking back on my life in regards to literacy is very dichotomous. The dichotomy of joy and anxiety that comes from taking reading and writing, a whole new world of expression and understanding, and applying a grading system to it. Through my own experiences with reading and writing from childhood and on I will show exactly what I mean when I say anxiety and joy.

My results from the Participant Self-Assessment is accurate to how I would be in a meeting. Though I have never been in a actual meeting before I can relate by demonstrating how I would behave in a class lecture. I am rather quiet and if there is something that I would like to address then I would, otherwise I would participate by actively listening. I think I behave this way because I am afraid of sharing ideas that people will disagree with but I know that I should not be because sharing ideas can help other people learn to see different views. As suggested by my result, “You can contribute much more to meetings than you currently do” I understand that meetings/lectures are meant for learning and sharing ideas and in order for them to be

Although personal development is an important aspect of one’s life, being able to reflect on the ground covered plays a more critical role. Primarily, self-reflection in professional development allows one to identify milestones that have been overcome, the current state of affairs and the projected targets. The identification of prevailing failures in the process provides a glimpse into what needs to be changed in order for the target to be achieved within the set timeframe. The concept of self-evaluation and self-reflection encapsulates a complex synthesis of the development of employability skills, employability engagement, and the action plan to optimize the skills and knowledge developed in the process of professional development.

I am currently pursuing my Masters in Finance along with my MBA. I see myself in a strategic consulting role with a focus in finance. I have close to four years of work experience ranging from being the youngest and the least experienced in the team to leading a team of 5 people. I have frequently reflected on my leadership style and personal characteristics that determines my work style. The results have been consistent with my career progression. This is the first time that I have taken some of these self-assessment tests after I started my graduate degree and I am happy to see the progression in leadership skills.

student’s reading of her own writing. When we read our own writing, we are even

While reviewing the results of all of my self-assessment, the management areas where I would need to improve is to learn to be more team-oriented and to place my trust in the actions of others. As I reflect these self-assessments back at my life with the new insights in the exercise conducted, I’ve considered becoming more attentive to the needs of others by either expressing my emotions more often and taking other people consideration and ideas respectably. I hope to improve the areas to gain a better key relationship with others in the future.

On the other hand, Sencibaugh & Sencibaugh’s (2015) research suggests that explicit questioning and discussion of students in a classroom setting in regard material read, individually and in class, was beneficial for students, and it improved their levels of reading. Sencibaugh & Sencibaugh’s study leads to the question if students’ levels of involvement in discussions and perception of how much they participated in discussion lead improved or unimproved levels of reading. Further, according to Al-Dhafiri (2015), teachers’ perceptions on maturity appropriate practices in instructing students on reading and writing are important because it may affect students’ thoughts of their learning. Al-Dhafiri suggests that introducing different forms of teaching is beneficial for students, such as discussion about books, questions about books, story time, writing, etc. Al-Dhafiri’s research suggests that not only does the students’ perceptions of their own learning may affect them, but also their teachers’

Every one has their subjects that they love and hate, and for it was defiantly writing. Writing is something I dreaded for a long time; I developed my hatred towards writing since probably elementary school. I hate writing when I’m expected to put a spin on a subject that just doesn’t work for me, personally. There are many times when I have papers due and sometimes I feel like I have nothing to say towards the topic. I could write a paragraph but to continuously write paragraphs after paragraphs it gets a little harder. I always contradict myself in my writings but that is something I have grown out of. Writing is time consuming and requires a lot of effort. They require a lot of planning and usually some accompanying reading and note taking. Taking notes is one of my weaknesses. In some intuitions like my high school for instances there was not enough time is given to the rough draft and not enough feedback is given before the essay receives a final grade. I personally believe that not everyone is a "natural-born" writer; but I do believe that everyone has the capability to become a decent writer.

Over the course of the semester, I assessed my strengths and weaknesses using tools like the VARK questionnaire, the Professional Behavior Goals, and the Occupational Configurations assignment. In the results, I discovered qualities that will positively contribute to my success as an occupational therapy (OT) practitioner, and some areas that require improvement. I defined goals for myself in the short and long term, and intend to make efforts to achieve these goals.

I have enjoyed the class throughout the semester, but at the beginning of the semester I was in no way willing to try to communicate with people, but the teacher worked hard on breaking that from all the students in the classroom. I felt at the time uncomfortable trying to talk to people and I did not like to communicate with people so I learned what some of the students liked and tried to find out what they did that related to me and what I could do to try to befriend them. I feel that I have not changed much as a reader, but I do feel I have learned new vocabulary skills during the semester and other skills to help me throughout my life. I have found a few moments in the class semester that were funny, one of those moments was relatively resent and it involved Becky when she opened up her bottle of soda and it sprayed all over the floor and on the surrounding student’s items. Franky has been a good classmate to hang around with and he seems like a very nice guy to talk to outside of the classroom. I enjoyed chapter 8 because of the small story’s you gave us to anodize, my favorite story was the elderly woman and the young man.

The content of this course has been informative, interesting, and helpful in regards to critical self-reflection. Several summers, I have spent in the North woods of Wisconsin working at a summer camp. We have campers from ages 6 to 15 years old. Because of the pretty serious difference in ages of kids, the staff puts on an “ages and stages” class where we learn about many of the things that this course covered. Much like those classes, this course has been illuminating. The things I have learned will be critical in understanding the physical, mental, and emotional stages of not only my campers, but also everyone I meet in different stages of life. I think that being able to understand where somebody is at in their development will prove to be a useful tool in relating to them and setting expectations for them.

I believe a successful learning experience is engaging and valued by the students. I believe students’ will value what they are learning if they believe what they’re learning is relevant. Relevance is important to teaching and learning because it is directly related to student engagement and motivation (Frymier & Schulman, 1995; Martin & Dowson, 2009). Marsh (2008), states a positive classroom environment provides a sense of security, community, belonging and identity (Marsh, 2008). Based on my experience as a practicing teacher, I have found establishing clear expectations within the classroom assist in maintaining control and discipline, to create a safe learning environment (Fatt Hee, 1996). I believe within all classrooms, students’ diversity should be valued. This creates a discrimination free environment and ensures students feel safe and included (Philips, 2010). According to Stanford & Parkay (2007) students are more engaged in class when learning experiences are satisfying, challenging and friendly.

The aim of this essay is to critically reflect on the assessment process relating to a student, including planning, methods of assessment and giving constructive feedback. As well as a rationale for the approach and decision I adopted in relation to achieving student learning outcomes. In order to maintain confidentiality, the student would be known as Alex in accordance with the Nursing and Midwifery Council (NMC, 2008) The Code. As this assignment will be written from the author’s perspective, it will be written in the first person, an approach felt to be appropriate as it would be deceptive to discuss such a personal experience using the neutral objective of the third person (Webb, 1992).