For me examples are like pictures; worth a 1,000 words. In last week’s post I wrote about the need to intervene in the development of student self-assessment skills, leaving the process less to chance and making it more the result of purposeful intervention. At a recent Teaching Professor Workshop, I saw an assignment that illustrates that kind of intervention. It was from a 100-level, Introduction to U.S. Government course, but is adaptable to any course. The assignment has two parts and they are the first and last pieces of work students complete in the course.
First Assignment – Personal Goals Statement
Prepare a paper (at least 750 words) that identifies your personal goals for this course. This statement should be specific and detailed. The paper should also contain a description of how you plan to meet your goals. If it helps, you are welcome to set weekly goals and a time schedule. You should do whatever will help you think through why you are taking this particular course and how it fits in with your overall learning goals.
Last Assignment – What Have You Learned from the Class?
Write a self evaluation paper (at least 750 words) in which you analyze how well you met your personal goals for the course. If your goals changed, discuss how and if unforeseen goals emerged, describe what they were. Conclude the paper by assigning yourself an overall-grade based on your performance in the course. That grade will constitute 10 of the 30 points available for this assignment.
What a great way to help students start the course thinking about how it might be relevant to them. The instructor of this course reports that many students have personal goals related to grades. He understands that and accepts it. His goal is to help students see that there is more to the course than just a grade—that the content is meaningful and useful independent of the grade.
I don’t think many students think in terms of specific learning goals. For many, doing so will probably start out feeling like just another one of those required assignments, but having to come up with goals is a useful exercise, even if at that time students aren’t all that committed to their goals. Beyond goals, you could ask student to identify two or three things they’d like to learn in the course. You might need to explain that other than learning things related the content, they might want to develop a learning skill; like how to write better, or how to ask questions, or how to construct an argument.
You could follow up after the first paper has been submitted by sharing two or three learning goals you have for students. You may even want to share a learning goal you’ve set for yourself, such as how to use a particular instructional strategy. Discussion of individual and course goals should happen regularly during the course. If what’s happening in class one day directly relates to a student goal, you could point that out. After providing feedback to the class on a set of assignments, you might ask them what progress they think they are making toward various learning goals. Don’t expect a vibrant discussion the first time you ask, as this is not a question students are used to answering. Yet even brief mentions of goals will remind students that goals should be a part of their thinking about this course.
The real value of the assignment is the final paper where students return to their goals and assess how well they reached them. You could prompt students to provide examples illustrating how their goals were achieved. If a goal hasn’t been reached, there needs to be a discussion of why. Ask if they were starting the course over, would they set the same goals or others?
Many different iterations of the assignment are possible. In a variety of forms, it’s an assignment that develops self-assessment skills by challenging students to make the course meaningful to them. Courses should not be something instructors do unto students. In any learning endeavor, students should have goals. They should be able to articulate what they hope to take from the experience. Here’s an assignment that provides the opportunity to develop those skills.
What are some ways you help your students create goals and assess their progress? Please share in the comment box below.
Tagged with assessment strategies, assessment techniques, assignment strategies, informal self-assessment, self-assessment
Examples of Reflective Assignments
Always know what is being asked of you.
Make sure you respond to what is being asked of you in your reflective assignments — avoid guesswork.
Study your marking rubric so you know how your work will be marked and evaluated. If you don’t understand anything, discuss with your class peers but it’s always a good idea to seek further clarification with your lecturer/tutor.
Below are examples of reflective assignments you might be asked to do during your first year at Curtin. You can use these as practice examples to strengthen your reflective writing skills.
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In this weekly reflective journal you are being asked to describe a particular experience and how this made you feel. First you would briefly describe the experience/event. Then you would explore your own feelings and beliefs around what had happened, comparing/contrasting and making connections with what you have learned in your lecture/tutorial and readings. Remember that you must make it clear in your writing when you are drawing on other people’s ideas, and if using scholarly texts (set readings) then cite them in the appropriate reference style.
This assignment asks you to write an essay based on taking two online self-assessment tests. Not only are you being asked to compare and contrast your results but you are being asked to conduct an analysis, which also includes reflecting on your understanding/perceptions of your emotional make up and countering this with the appropriate theories you are learning in the unit. Here you are moving beyond what you just think and feel but consolidating your ideas with the theoretical concepts you are learning and referencing them appropriately. Note some assignments will indicate how many texts you are expected to use. As rule of thumb it would be no less than 5 for an essay of this length. This essay requires you write in the first person but it is still an academic essay and thus all the rules of general academic writing would apply.
Here you are being asked to critique in a constructive way your group participation and those of your group members. Although there is no suggestion that you need to draw on scholarly texts to support your thinking, there is an emphasis on applying the theoretical and practice-based concepts you are learning. For example, in terms of participation and interaction, you would be reflecting on what you and other members contributed to the group; what skills sets you and your members are providing to the group and what skill sets are lacking. Although this is a personal reflection on a series of events during group work, your focus is on professional practice and considering how you represent the behaviour of others in your writing.