Learning Assignment | Get Paper Help

Now the time has come for you to spend significant time and effort reflecting on what you have accomplished in this course. What did you set out to learn? What did you learn? Perhaps there were surprises (pleasant or unpleasant!)? How well, in terms of the criteria stated, did the work you turned in demonstrate such learning? You might find it helpful to go through the listed criteria one at a time, looking back at the feedback you received from others (including the instructor) as well as making your own self-assessments.

Your assignment is to write a thorough 2-3 page self-evaluation to the instructor. Remember, your goal here is to gain practice and to become more skillful and appraising the quality of the inquiry and learning you do. There is no reason to “show off,” nor to “feign humility.” Your goal should be to do as honest and sincere a self-assessment as you possibly can. This is your chance to really practice this important, sometimes underestimated, skill.

Your evaluation should certainly include more than a bare nuts and bolts self-evaluation. Please see this also as an opportunity to reflect on the learning process, your experiences, and (of course) any new questions that you may have arrived at during the course of your work. (Sometimes the greatest value of a course and research projects is not in the “answers” that were discovered, but in the new questions that were unearthed!)

Throughout the term, you have presumably received feedback and constructive suggestions and criticism about the fruits of your labors, which you have shared with us all. As you may recall, everyone (including the instructor) was /is expected to base his or her feedback primarily on academic criteria as follows (once again, you should keep these criteria in mind as you write your self-evaluation):

Learning should be evaluated for its demonstration of close and sound familiarity with readings or other materials that are being considered. Learning should be evaluated for its being coherently sustained and precisely written or articulated. It should be evaluated not for individual opinions per se, but rather for the critical reflection and substantive evidence and/or credible argumentation offered in support of such opinions. It should be evaluated for its engagement with questions, concerns, or disagreements raised by those who have critiqued or appraised it in an earlier iteration. It should be evaluated for thorough and complete documentation of sources, consistent with academic expectations and with all relevant college policies.

Why do this?
Ideally, inquiry is rooted in the inquirer’s desire to learn. Inquirers primarily seek the rewards that come from what is discovered or learned (or even what is un-learned). But that doesn’t mean that all inquiry is of the same quality.

Learning to do good quality inquiry or research also entails developing good habits of self-evaluation, and learning how to use the evaluative judgments of others advantageously. In short, quality inquiry depends on the ongoing critical appraisal and evaluation of one’s work–both self-evaluation, and the appraisals of other interlocutors and peers.