examples of self assessment essay

Self-Evaluation Essay Examples

A self-evaluation essay aims to describe one’s accomplishments and mistakes over a given period or throughout a lifetime. It also suggests how it is possible to enhance the merits and resolve the errors.

This writing task is highly beneficial for future managers, nurses, and other students planning to work with people. We are too prone to exaggerate our merits and underestimate our failures. This essay teaches you to take a critical look at how you treat others.

Here you can consult dozens of self-evaluation essay examples featuring every possible approach to the assignment. Your own text will undoubtedly be different in structure and conclusions, but the general tone of the samples will help you do it correctly.

35 Best Self-Evaluation Essay Examples

Communication style of a program manager.

• Subjects: Communications Sociology

Personal Cultural Awareness in Management: Self-Evaluation

• Subjects: Family, Life & Experiences Personal Experiences

Privilege to Work for Exide Technologies Canada Corporation

• Subjects: Business Business Communication
• Words: 3287

Personal Planning to Building Financial Wealth

• Subjects: Business Strategy
• Words: 1417

Personal Nursing Experience and Traits Development

• Subjects: Health & Medicine Nursing
• Words: 1694

Trends in Nursing, Leadership Styles, Career Plans

• Words: 2252

Personality Type & Leadership Qualities

• Subjects: Psychology Psychology and Personality

Aspects of Nursing Informatics

Stating personal nursing philosophy.

• Words: 1361

Personal and Professional Development Plan

• Words: 1033

Personal Code of Ethics of the Nurse

Personal stress management and relaxation techniques, personal experience of ineffective leadership.

• Subjects: Business Leadership Styles
• Words: 1016

Clinical Personal Experience in a Pediatric Intensive Care Unit

• Subjects: Health & Medicine Pediatrics

Lifestyle Assessment: Personal Experiences

• Words: 2896

What It Means to Be a Philosopher

• Subjects: Philosophical Concept Philosophy
• Words: 1697

Characteristics of a Fair-Minded Thinker

Business informatics: skills and attributes.

• Subjects: Business Professions

Cognitive Dissonance and Its Impact in My Life

• Subjects: Psychological Issues Psychology

From Birth to Death: Human’s Destiny

• Words: 1936

Religion Implicit Association Test Evaluation

• Subjects: Applications of Psychology Psychology

Gender Identity: Definitions, Factors, Comparison

• Subjects: Gender Studies Sociology

The Importance of Critical Thinking at Work

Race and your community, based on personal experience.

• Subjects: Racism Sociology
• Words: 1735

The Character Who Influenced Me: Abraham Lincoln

The application of interpersonal communication skills.

• Words: 1987

Self-Perception as a Student: Powerful or Powerless?

Interest profiler and career development.

• Subjects: Career Education
• Words: 1125

Exploring the Possibilities of Business Management

• Subjects: Business Management

Leadership: Portfolio Project

• Words: 1721

Personal and Team Developmental Sequences

• Words: 1657

International Business Manager Skills Development

• Words: 2853

Human Growth & Development Class: Lessons Learnt

• Subjects: Education Study Courses and Education Programs
• Words: 3050

What I Learned in Human Resource Management – Essay

• Words: 5457

The Role of Media’s Influence

• Subjects: Linguistics Stylistics
• Words: 3421

Self Assessment Essay

• Post author By Mark Biswas (He/him/his)
• Post date May 6, 2024
• No Comments on Self Assessment Essay

This semester, I’ve been working hard to meet the goals set out in this course. Let’s take a look at how I’ve been doing with each of them.

I’ve been thinking a lot about how people’s attitudes towards language can either empower or oppress others. It’s been eye-opening to see how sticking to certain language norms can give some people more opportunities while leaving others behind. I know I could have explored this topic more deeply by looking at a wider range of perspectives.

From analyzing persuasive essays to writing my own stories, I’ve been exposed to lots of different writing styles and situations. Getting feedback from classmates has helped me improve my writing, but I still need to work on understanding the different techniques used in various types of writing.

I’ve improved my writing process this semester. I’ve learned to read actively, collaborate with others, and revise my work multiple times to make it better. But I know I can keep refining these strategies to make my writing even clearer and more organized.

Learning about rhetorical devices like ethos, pathos, and logos has been interesting, and I’ve tried to use them in my writing to persuade my audience. However, I need to work on using them more consistently and effectively.

In today’s world, knowing how to use both print and digital tools is crucial for communication. I’ve experimented with different formats like essays and presentations, but I know there’s still more I can learn about using technology to reach different audiences.

Overall, I’ve made progress in meeting the course objectives, but there’s still room for improvement. I’m committed to continuing to develop my skills in understanding language attitudes, analyzing different writing styles, refining my writing process, mastering rhetorical strategies, and using technology effectively. With more practice and reflection, I’m confident I can become a better writer and communicator.

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Formative and summative assessments.

Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151). 

In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches. 

Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013): 

• Informal / formal
• Immediate / delayed feedback
• Embedded in lesson plan / stand-alone
• Spontaneous / planned
• Individual / group
• Verbal / nonverbal
• Oral / written
• Graded / ungraded
• Open-ended response / closed/constrained response
• Teacher initiated/controlled / student initiated/controlled
• Teacher and student(s) / peers
• Process-oriented / product-oriented
• Brief / extended
• Scaffolded (teacher supported) / independently performed 

Recommendations

Formative Assessment   Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

• Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers ). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.
• Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.
• Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.
• Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions , where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.
• Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.
• Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.  
• Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition , as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles. 

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here ).

Summative Assessment   Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.  

• Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize” expected performance at the beginning of term, providing students with a trajectory and sense of completion. 
• Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions .
• Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content. 
• Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.
• Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques .

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these  recommendations .

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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Home — Essay Samples — Life — Personal Growth and Development — The Usefulness of Self-Assessment Tools for Personal Development

The Usefulness of Self-assessment Tools for Personal Development

• Categories: Personal Growth and Development Self Assessment

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13 min read

Published: Oct 22, 2018

Words: 2514 | Pages: 6 | 13 min read

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• Essay Database >
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• Essay on Leadership

Free Report On Self-Assessment

Type of paper: Report

Topic: Leadership , Psychology , Education , Time , Workplace , Skills , Interests , Career

Words: 1300

Published: 03/06/2020

ORDER PAPER LIKE THIS

Career goals and expectations

I am a disciplined, kind, and energetic person who likes accomplishing what is of benefit to my future life. I have been anxious to join a career of my choice throughout my life, which is being a human resource (HR) manager. My goal is to pursue a better rewarding career, seeking to work in a challenging but healthy environment so that I can utilize my skills and knowledge in an effective manner, and promote organizational growth. In my current position as a senior HR manager in a food processing firm, I have dedicated my time and resources to make my career a success and achieve my goals of becoming the overall leader in my department. In addition, I wish one day my competent and innovative nature in this field might land me in a bigger international organization. V.I.P.S V.I.P.S stands for Values, Interests, Personality Traits, and Skills.

In respect to my career the following work values have the ability of bringing me the most happiness. Work values are essential in defining the type of a person one represents, and helps in shaping someone’s career. The most important value is achievement. I love my career and would like to get higher achievements because achievement always comes with a reward. Ethics forms the second most important work value under my career. Having good work ethics will allow me gain a better relationship with my colleagues and clients, and this plays a major role in shaping my future in this career. Other important values include creativity, self esteem, objectivity, morality, commitment, understanding, honesty, and independence.

In order to achieve my career goals, I must gain some interests on various matters as discussed below. The first aspect that I am much interested in is leading. I love being a leader because my childhood activities clearly presented me as a leader. My interests in leadership started way from leading my friends in the village, to becoming a leader in school, and presently a HRM. I have interest in managing and planning. Other interests include competing, meeting people, travelling, solving problems and puzzles, reading and writing. The above interests play a significant role in my career because I use them on daily basis while dealing with other employees, organization stakeholders, and clients.

Personal skills

In all my endeavors I have tried to show positive personality traits because they are always rewarding. Some of my most important personality traits include honesty and responsiveness. I aspire being an honest person irrespective of the consequences, and taking responsibility of all my actions in order to excel in my dreams. I am an aggressive person and this trait has helped me achieve the current position in my organization. Moreover, I have the drive to keep myself and others going, paired with a compassion and enthusiasm that forms positive traits. Other personality traits include fairness, patience, sociable, sincere, energetic, humorous, trusting, and realistic. On the other hand, I also have some negative traits that include: arrogance, rude, quarrelsome, and bossy. These traits have some negative effects on my career, nut I always try to get rid of them in order to achieve my future dreams.

The following set of skills best describe my credentials for future job interviews. Firstly, I am innovative and a perfect decision maker. This skill can be well demonstrated in my college projects where I designed an employees’ time checker for ensuring people report at work on time and leave on the designated times. Secondly, I am a perfect negotiator and likes implementing things that are of benefit to the society. My current position as a HRM allows me to negotiate for employees’ salaries and allowances and make sure they are implemented to the letter. I also have excellent computer skills, evaluation of projects, training, and speaking skills.

Test results

The locus of control test (Answers are shown in red) 1. Do you believe that most problems will solve themselves if you just don't fool with them? NO 2. Do you believe that you can stop yourself from catching a cold?

3. Are some people just born lucky?

4. Most of the time, do you feel that getting good grades meant a great deal to you?

5. Are you often blamed for things that just aren't your fault?

6. Do you believe that if somebody studies hard enough he or she can pass any subject?

7. Do you feel that most of the time it doesn't pay to try hard because things never turn out right anyway? NO 8. Do you feel that if things start out well in the morning that it's going to be a good day no matter what you do? NO 9. Do you feel that most of the time parents listen to what their children have to say?

10. Do you believe that wishing can make good things happen?

11. When you get punished does it usually seems it's for no good reason at all? NO 12. Most of the time, do you find it hard to change a friend's (mind) opinion?

13. Do you think that cheering, more than luck, helps a team to win?

14. Did you feel that it was nearly impossible to change your parent's mind about anything? NO 15. Do you believe that parents should allow children to make most of their own decisions?

16. Do you feel that when you do something wrong there's very little you can do to make it right? NO 17. Do you believe that most people are just born well at sports?

18. Are most of the other people your age stronger than you are? YES 19. Do you feel that one of the best ways to handle most problems is just not to think about them? NO 20. Do you feel that you have a lot of choice in deciding who your friends are? YES

Rosenberg’s self-esteem scale

Conclusion The above self-assessment test played an important role in determining my current position in the corporate and social world. The assessment helped me review my past experiences, capabilities, talents, strengths and weaknesses and come up with a list of important traits that best represent whom I am. From the tests, I realized I am a hard working person with good intentions in life, some of my personalities clearly show how successful I am both in my career and social life. On the other hand, some personal skills represented me as an arrogant, rude and quarrelsome person. The self-assessment tools used to show my characters indicated a good relationship with what I found out about myself. For example, in the Locus of Control scale, the scores showed that I am pretty much determined of my future life. In addition, the self-esteem scale shows that I was much sure of myself and my achievements. Finally, the career development competencies test shows that I was ready for any job interview, and I love my career. The self-assessment tests play a vital role in establishing the position of an individual especially while preparing to get into a lifelong career. A person who clearly understands his or her V.I.P.Ss has better chances of passing a job interview and acquiring a career of choice.

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