Learning and self-assessment report
I need a report for my learning and self-assessment,I will upload my instructor request for this report, please read it carefully, and write it exactly like this, if you have some question, please email me, and I also post a syllabus for this course, you can see it in upload file, if you donnot need reference, that’s fine, it’s up to you, thank you
I need a report for my learning and self-assessment, here is my job on this course, you can using it in report:
I participate in first face to face class interview, and after that I write a 10 page interview report, I hand in before the due day, I have done my reading for whole introduction for adult education book, I do participation on online discussion question every week, and also write feedback to other group members, I do presentation which named radical/feminist philosophy including PowerPoint and group discussion, I also write a project which investigate agency named Red Cross. I think I can get B+ or better for this adult education course.
Here is my instructor request for this report, please read it carefully, and write it exactly like this, if you have some question, please email me, and I also post a syllabus for this course, you can see it in upload file:
• Writing Your Report of Learning
Most of you who have taken adult education courses in our program will be familiar with the end-of-term Report of Learning and the Self-Assessment procedure for grading. For those of you who are unfamiliar with this process, and for those experienced in this approach, read on.
• Let me say for those unfamiliar with this approach, I use this method as the primary means for determining your final grade for the course. I use this method instead of the more usual instructor-centred assessment, where you hand over all that you have done, and you wait until I have assessed it and determined your grade. In the case of Self-Assessment, the primary responsibility for grade determination is yours to make and to justify.
At first, it can be disorienting to have to think actively about your own learning, particularly as regards to its value (gains, outcome quality & quantity). I use this method because I believe that as adult educators, we need to be conscious and self-reflective about learning and its value, and about the ways and means, and the effectiveness of the methods we have chosen. We need to find ways to both respect our ability to know how well we are doing and have done, and to be truthful in the telling to ourselves and to others.
Writing the Learning Report
In the self-assessment, you are to outline the learning you did through this course. You may wish to describe your learning in terms of the “Evidence of Learning Achievement” as set out in the unit Grading Procedure & Self-Assessment. Your report should be about 3-5 pages. You can submit it to me directly, preferably as an attachment, via Private Mail.
Write this report as a personal note to me. In other words, it need not be formally written; writing in the first person certainly would be appropriate. Your description might include, for example:
• new or enhanced meanings which have become apparent to you,
• ideas which surprised you,
• issues or circumstances which you found interesting and/or useful,
• your thoughts and feelings,
• insights about yourself as an adult educator and learner, and
• unanswered questions or concerns.
TRY TO AVOID VAGUE PLATITUDES. For example: “I really enjoyed learning about the broad scope of adult education” or “I will be able to use a number of the things I learned at work” or “some of the attitudes of my colleagues really seem strange.” Such statements may represent interesting introductory sentences, but they contain little content or meaning. As a minimum you should discipline yourself to provide at least a listing of specifics, revealing what is meant by the general comment; or better yet, a brief description of one or more examples, speaking to the point you are trying to make.
This document should contain your recommendation for the grade you ought to receive for the course. Your narrative should show evidence of support for such a grade. You may want to refer to the course Syllabus to be found on our course Homepage (in Start Here). For the criteria I set out on how I make my own judgments about grades see the unit Grading Procedure & Self-Assessment in your End-of-Course Learning Report & Procedure of Course Content. Please remember that a grade is not a grade range.
• Your assessment needs to take into account your actual learning, both online and “offline.” Thus, for your participation online, you may need only to refer to what you’ve done, with reference to how you’ve contributed. For your learning that has involved offline activities, including reading, investigation, research, and writing, then I trust that your assessment will provide more detail in terms of the nature and achievements of such learning.
HINT: When you are starting to write the report, go back and re-examine your contributions, with an eye to reflecting in terms of the insights, etc., you have made. Much learning actually happens “behind the scenes, so I recommend that you keep a journal of your activities and learning.
Finally, while I have provided some guidelines to help you determine an appropriate grade. I treat these guidelines with some flexibility, in order to deal with situations of learning that involve exceptional and less than exceptional outcomes. Thus, while I prefer to enter your proposed grade with the Registrar’s Office, I also reserve the option of altering such proposed grades, particularly within +/- parameters. As long as the grade you propose is reasonable and fair, and the work that you produce to justify the grade is adequate to the grade, I will likely let it stand.
• Grading Procedure and Self Assessment
Student Evaluation Procedure
The grading process is intended to foster cooperation in learning. For the purposes of assigning grades, you will play a leadership role in assessing your learning as a result of the course. Individual grade assignment will be based upon a concluding self-assessment and suggested grade. As such, the grading will be learner-centred and development-oriented. The fact that one person earns a particular final grade will not affect another colleague’s standing. I will review your self evaluation in order to confirm satisfactory accomplishment.
As indicated above, you will engage in a variety of online discussions and other course-related activities. In part, grading will reflect the WORKLOAD ACCOMPLISHED by you. Workload will be individualized through your choice of major assignments. The final grade for the course also will be reflective of the INTENSITY and EFFECTIVENESS with which you engage in your learning agenda, and with the QUALITY evidenced in the outcome of your work. Evaluation of learning will involve ongoing monitoring of learning activities, and may include written and oral feedback by me and other course participants.
A key determinant will be your choice as to whether you complete the required activities of the course (needed for at least a B grade) or you continue beyond that to complete satisfactorily the extra assignment (a research paper or alternative, etc.). Please consult the Syllabus and the Course Contents & Timetable – Optional Project Assignment for more information.
Grades of less than C- may result from failure to accomplish activities required for the course. Grades of less than C- also may reflect a lack of care and/or attention to the criteria set out below.
The following frame will guide my own assessment for purposes of grading:
For the purposes of this course, satisfactory accomplishment means:
• All activities are completed, including optional assignments. Such optional assignments are seen as an opportunity to explore new subject areas and/or to extend current knowledge and skills. Optional work should reflect the content and quality appropriate to an A-range grade.
• All efforts display outstanding commitment to the learning agenda.
• Evidence of sound analysis and synthesis of relevant ideas, along with confirmation of the ability to critically assess and weigh alternative perspectives in an fashion.
• Prepared materials demonstrate original insight, thought or presentation and are organized logically, expressed clearly, and readied with care.
• Cooperative engagement with peers and demonstrated scholarly leadership within the group.
• Committed and insightful self-reflection.
• Quality of work is exceptional with respect to content, organization and style.
• No deficiencies of note.
• All required activities are completed.
• Represents work of good quality with no major weaknesses. Writing is clear, explicit.
• Efforts demonstrate a sound grasp of the concepts under study and a good working knowledge of related facts and issues.
• Evidence of sound analysis and synthesis of relevant ideas, along with evidence of the ability to critically assess and weigh alternative perspectives in an informed fashion.
• Prepared materials are organized logically, expressed clearly and readied with care.
• Cooperative engagement with peers.
• Sound self-reflection.
• Difficulties, if any, are developmental in nature and represent a justifiable shortfall in breadth or depth.
• Evidence of Learning Achievement
For my part in assessment, I will focus my attention on the following factors:
• An active and responsible level of PARTICIPATION,
• Indications of increasing awareness based on an INFORMED level of understanding,
• Evidence of your ability to INTEGRATE new knowledge and to EFFECTIVELY COMMUNICATE your understandings through your informal and formal writing,
• Evidence of your ability to CRITICALLY APPRAISE and yet to APPRECIATE alternative perspectives,
• Indication of your EFFORTS TO RELATE understandings from the course to your personal and/or professional experiences,
• Evidence of a COLLEGIAL, SUPPORTIVE and RESPONSIBLE approach on your part, to the shared learning activities of yourself and your colleagues,
• The EFFORT and COMMITMENT shown in both required and voluntary learning activities (group and individual research).
• End-of-Course Learning Report:
Some Questions to Consider
Remember, a Learning Report and Self-Assessment is about you. It is about your experience and your achievements in your own learning. It is a significant part of how we can come to better understand who we are, what we know, how we deal with challenges, and ultimately, how we learn. Through this process, we are able to gain perspective as “apprentices in a discipline, and citizens in a complex and paradoxical world” (MacGregor, 1994, cited by Wlodkowski & Ginsberg, 1995, p. 263).
I decided to add the following questions to the general description provided in the preceding message. I’ve done this in order to give you some ideas of what you might cover in your assessment. You do not need to answer all (or even any) of the questions. They are offered to stimulate your thinking and reflection. Use those that are most relevant and meaningful to you.
• How do you feel now, at the end of the course? Why?
• What are you proud of? Compare your accomplishments with what you had hoped for and expected at the start of the course.
• Which kinds of things were difficult or frustrating? Which were easy?
• What is the most important thing you did?
• Think of some important moments from the semester: your best moments, typical moments, crises or turning points. Talk about five or six of these, in a sentence or two for each.
• What can you learn or did you learn from each of these moments?
• What did you learn throughout the course? What were the skills and ideas? What was the most important thing? What idea or skill was hardest to “get”? What crucial idea or skill came naturally?
• Describe this period of time as a journey. Where did the journey take you? What was the terrain like? Was it a complete trip or part of longer one?
• Talk about some of the ways that you could have done a better job.
• What advice do you have for yourself?
Source of questions: Wlodkowski, R. J. & Ginsberg, M. B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass, pp. 271-272.
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