SELF ASSESSMENT
Introduction
This document has been written in response to teacher interest in gaining increased understanding of the use of a variety of assessment methods. Connecting the Pieces encompasses a series of three documents focused on assisting teachers in developing a repertoire of skills in authentic assessment: Performance Assessments: A Wealth of
Opportunities; Portfolios: More Than Just a File Folder; and Rubrics:
Before an individual, team or organization forms a plan for performance improvement, it is critical that a clear picture of current performance be established. Self-assessment allows the rater to look at their own performance, form conclusions about performance level, and act upon those conclusions to create a development plan. Accurate self-assessment requires introspection and realistic self-perception (Wilson & Pearson, 1995). The rater must also be able to reflect on their performance and determine where improvements are necessary (Braskamp & Ory, 1994).
Self-assessment takes many forms. In many organizations, self-evaluation is incorporated into the performance appraisal process or used to identify developmental needs (Atwater,
1998). Self-assessment also allows the rater to check compliance with stated requirements and standards, evaluate effectiveness, or assess performance (Wilson & Pearson, 1995). A self-evaluation can be used on its own to identify opportunities for improvement, or can be combined with the feedback of others to create a more rounded view of performance
(Braskamp & Ory, 1994; Atwater, 1998).
Self-assessment is used in varied settings, including government, academia, and business.
In 1998, Atwater estimated that at least 5% of U.S. companies used self-assessment as part of the performance appraisal process. Wilson and Pearson (1995) projected that selfevaluation would increase in use as companies embraced philosophies such as Total
Quality Management in an effort to improve organizational performance.
This document has been written in response to teacher interest in gaining increased understanding of the use of a variety of assessment methods. Connecting the Pieces encompasses a series of three documents focused on assisting teachers in developing a repertoire of skills in authentic assessment: Performance Assessments: A Wealth of
Opportunities; Portfolios: More Than Just a File Folder; and Rubrics:
Before an individual, team or organization forms a plan for performance improvement, it is critical that a clear picture of current performance be established. Self-assessment allows the rater to look at their own performance, form conclusions about performance level, and act upon those conclusions to create a development plan. Accurate self-assessment requires introspection and realistic self-perception (Wilson & Pearson, 1995). The rater must also be able to reflect on their performance and determine where improvements are necessary (Braskamp & Ory, 1994).
Self-assessment takes many forms. In many organizations, self-evaluation is incorporated into the performance appraisal process or used to identify developmental needs (Atwater,
1998). Self-assessment also allows the rater to check compliance with stated requirements and standards, evaluate effectiveness, or assess performance (Wilson & Pearson, 1995). A self-evaluation can be used on its own to identify opportunities for improvement, or can be combined with the feedback of others to create a more rounded view of performance
(Braskamp & Ory, 1994; Atwater, 1998).
Self-assessment is used in varied settings, including government, academia, and business.
In 1998, Atwater estimated that at least 5% of U.S. companies used self-assessment as part of the performance appraisal process. Wilson and Pearson (1995) projected that selfevaluation would increase in use as companies embraced philosophies such as Total
Quality Management in an effort to improve organizational performance.
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