Self-assessment for the Improvement of Practice

Self-assessment – the process of assessing one’s own skills, aptitude or performance – is a key part of improving one’s practice. Although self-assessment is enriching and leads to personal and professional growth, educators and facilitators may feel fearful of it or place it low on the priority list in a busy working day.

This is why this article proposes simple ways to move forward with self-assessment.

Context and Challenges

  • Many professionals have counterparts to help with self-assessments (for example, counselors, supervisors, peers). Educators on the other hand often work in isolation. Self-assessment can then become the basis for “breaking the solitude of the teacher/facilitator”.
  • The institutional system in which educators operate may hinder self-reflection. Because curriculum, pedagogy, etc. are institutionally driven, public (but also private) educational systems tend to put teachers in a disempowering position to “deliver what they are told”. This contributes to the development of a ‘psychological state’ that counters emancipation, professional growth and personal responsibility.
  • Beginners in particular tend to have little support. Years after they have worked it out on their own, they may be inspected and assessed by the institution. This can lead to resentment and resistance to assessment with a sense of: “You didn’t help me when I needed you and now you come to inspect me?!”

All the above can create boredom and lack of agency. Self-assessment activities are here seen as ways to regain agency.

The activities we present here:

  • support teachers to ‘find their mission’;
  • help teachers reflect on their values, beliefs, thoughts and feelings;
  • allow for teachers to observe whether, and to what extent, they are living their values through their teaching practice;
  • empower teachers to be more aware of what they project as persons when they are teaching.

Some Example Activities

A useful Resource

The Purpose of Reflective Practice introduces us to different models of reflective practice and how these can be applied in different scenarios.

Authors: Natasa Beric, Vivian Chiona, Sophia Deria
Maria McNamara and Pascale Mompoint-Gaillard 

Call to Action

We are happy to engage in conversation with our readers!
Feel free to comment on our blog on the L2C Facebook page


Subscribe for regular updates!

Follow Us