Since 1973, we have been refining our understanding of self assessment from data in your research studies and thorough reflection on our practice.

One result of our study is a developmental framework that we have articulated to guide our students and ourselves in recognizing and seeking to develop increasingly refined self assessment. We have identified four components of skills inherent in self assessment:

• observing
• interpreting/analyzing
• judging
• planning

Within our framework, we have also distinguished beginning, intermediate, and advanced levels of self assessment ability. We have learned that a student might show proficiency in some components at a beginning level, some at an intermediate, and some at an advanced one.

The following is a simplified version of our framework with excerpts that illustrate selected characteristics of all components at the beginning level of proficiency and one (judging) across all levels.

Development of Self Assessment

Component	Beginning Proficiency	Intermediate Proficiency	Advanced Proficiency
Observing	Reports own behavior in the performance
Interpreting/Analyzing	Identifies patterns of strengths and weaknesses in performance
Judging	Connects criteria and performance	Makes sense of the set of criteria as a whole in relation to own judgment of performance	Self monitors and adjusts ongoing actions or plans accordingly
Planning	Identifies aspects of approach to learning to maintain and aspects to develop further

For more in-depth presentation of our developmental framework, refer to Loacker, 2000 (Resources)

Return to Self Assessment