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Self Evaluation Essay Examples

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Published: Mar 25, 2024

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Strategies for crafting a comprehensive self-evaluation essay that highlights your strengths and areas for growth.

Self-evaluation essays are a great way to reflect on your progress, achievements, and areas for improvement. Whether you are writing an essay for school, work, or personal development, it’s important to be honest and thoughtful in your self-assessment. Here are some tips to help you write a compelling self-evaluation essay.

First , start by reflecting on your goals and objectives. What were you trying to accomplish during the time period you are evaluating? Consider both short-term and long-term goals, and assess how well you have met them. Be specific and provide examples to support your evaluation.

Secondly , consider your strengths and weaknesses. What are your key strengths and how have they contributed to your success? On the other hand, what are your areas for improvement and how can you work on them? It’s important to be objective and open to feedback in this part of the essay.

Tips for Crafting a Self Evaluation Essay

When writing a self evaluation essay, it’s important to be honest and reflective. Here are some tips to help you craft a compelling self evaluation essay:

• Reflect on your achievements and challenges: Take the time to reflect on your accomplishments and the areas where you faced challenges. Be honest with yourself about your strengths and weaknesses.
• Provide concrete examples: Support your self evaluation with specific examples that showcase your skills and abilities. This will help the reader understand your strengths and areas for growth.
• Set goals for improvement: Based on your self assessment, set realistic goals for improvement. This will show that you are committed to personal and professional growth.
• Solicit feedback: Consider asking for feedback from mentors, colleagues, or supervisors to gain a different perspective on your performance. This can help you identify blind spots and areas for improvement.
• Stay focused and organized: When writing your self evaluation, stay focused on the main points you want to convey. Organize your thoughts in a clear and logical manner to make it easier for the reader to follow your argument.
• Edit and revise: Take the time to edit and revise your self evaluation essay to ensure clarity and coherence. Proofread carefully to catch any errors in grammar, punctuation, or spelling.

Understand the Assignment Requirements

Before you start writing your self evaluation essay, it’s crucial to thoroughly read and understand the assignment requirements. Pay close attention to the guidelines provided by your instructor or the prompt given to you. Make sure you understand what specific aspects of your performance or experience you need to address in your essay.

Tip: If you have any questions about the assignment requirements, don’t hesitate to seek clarification from your instructor or discuss it with your classmates. Understanding what is expected of you will help you focus your writing and ensure that you meet the criteria set for the assignment.

Reflect on Your Achievements

When writing a self evaluation essay, it’s important to take a moment to reflect on your achievements. Consider the goals you set for yourself at the beginning of the evaluation period and assess how well you have met or exceeded them. Think about your accomplishments, both big and small, and how they have contributed to your personal and professional growth.

Highlight specific examples of projects you completed successfully, skills you developed, or challenges you overcame. Discuss any positive feedback you received from supervisors or colleagues, as well as any recognition or awards you may have garnered. Reflecting on your achievements allows you to showcase your strengths and demonstrate the value you bring to your work.

Identify Areas for Improvement

When writing a self evaluation essay, it’s essential to honestly identify areas where you can improve. This is a crucial step in personal growth and development. Reflect on your strengths and weaknesses to pinpoint specific areas that you would like to work on.

• Skills: Are there any skills that you would like to develop further? Whether it’s communication, critical thinking, or technical skills, identifying areas for improvement can help you set goals for growth.
• Performance: Reflect on your performance in different aspects of your life, such as work, school, or personal relationships. Are there any areas where you feel you could have done better?
• Attitude: Your attitude plays a significant role in how you approach challenges and interact with others. Consider if there are any negative attitudes or habits that you would like to change.

By identifying areas for improvement, you can create a roadmap for personal development and set actionable goals to help you progress. Remember, self-improvement is a continuous journey, and identifying areas for improvement is the first step towards becoming the best version of yourself.

Provide Concrete Examples

One of the most important aspects of writing a self evaluation essay is to provide concrete examples to support your statements. Instead of making vague claims about your strengths and weaknesses, use specific instances where you demonstrated certain skills or faced challenges. For example, instead of saying “I am a good team player,” provide an example of a project where you collaborated effectively with your team members to achieve a common goal.

Using concrete examples not only makes your self evaluation more credible, but also helps the reader understand your strengths and areas for improvement better. Make sure to include relevant details and outcomes of each example to paint a clear picture of your capabilities.

Show Your Growth Over Time

One key aspect of writing a self evaluation essay is to show your growth over time. Reflect on how you have evolved personally, academically, and professionally since the beginning of the evaluation period. Highlight the challenges you faced and the steps you took to overcome them. Discuss the lessons you learned and how they have contributed to your growth and development.

Use specific examples and anecdotes to illustrate your progress. Include both successes and setbacks to provide a complete picture of your journey. Be honest and transparent about your strengths and weaknesses, and demonstrate how you have worked to improve in areas that needed development. Showing your growth over time will showcase your self-awareness and commitment to continuous improvement.

Seek Feedback from Others

One of the most valuable sources of information for your self-evaluation essay is feedback from others. This can include peers, colleagues, supervisors, and mentors. Ask them to provide honest and constructive feedback on your strengths, weaknesses, and areas for improvement.

Receiving feedback from others can give you a different perspective on your performance and help you identify blind spots that you may not have noticed. It can also help you understand how others perceive your work and interactions, which can be valuable in shaping your self-assessment.

When seeking feedback, be open and receptive to criticism. Remember that the goal is to learn and grow, so take feedback as an opportunity for improvement rather than as a personal attack. Consider incorporating the feedback you receive into your self-evaluation essay to present a well-rounded and reflective assessment of yourself.

Edit and Revise Your Essay

Once you have written your self evaluation essay, it is crucial to edit and revise it before submitting. Editing and revising help to ensure that your essay is clear, coherent, and error-free. Here are some tips for editing and revising your essay:

1. Review for Clarity: Read through your essay to see if your ideas are communicated clearly and effectively. Make sure each paragraph flows logically into the next and that your points are well-supported.

2. Check for Grammar and Spelling Errors: Proofread your essay for any grammar or spelling mistakes. Use spell check tools and consider asking someone else to review your essay for errors.

3. Ensure Consistent Tone and Voice: Make sure that the tone and voice of your essay are consistent throughout. Avoid sudden shifts in tone that may confuse the reader.

4. Cut Unnecessary Information: Remove any information that is not relevant to your self evaluation or does not add value to your essay. Keep your writing concise and focused.

5. Seek Feedback: Ask a friend, family member, or teacher to read your essay and provide feedback. Fresh eyes can catch mistakes or inconsistencies that you may have missed.

By taking the time to edit and revise your self evaluation essay, you can ensure that it presents your thoughts and accomplishments in the best possible light.

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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

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📕 Studying HQ

Ultimate guide to writing a self-evaluation essay, carla johnson.

• June 14, 2023
• Essay Topics and Ideas , How to Guides

Self-evaluation essays are a type of writing assignment that asks people to think about their own skills, accomplishments, and performance. The goal of a self-evaluation essay is to give a full picture of one’s own strengths and weaknesses so that areas for improvement can be found and goals for personal and professional growth can be set.

Self-evaluation essays are an important part of both personal and professional growth. They give people a chance to think about how they’ve done and set goals for the future . By thinking about themselves, people can learn more about their strengths and weaknesses and make a plan for continuing to grow and get better.

In this complete guide to writing a self-evaluation essay, we’ll look at the most important parts , such as planning, writing, and editing. We’ll also give you advice on how to come up with ideas and organize them, as well as how to think about your own performance and what you’ve done well. By the end of this guide, readers will have the skills and knowledge they need to write effective and meaningful self-evaluation essays in a variety of situations.

What You'll Learn

Elements of a Self Evaluation Essay

A self evaluation essay typically includes the following elements:

1. The purpose of a self evaluation essay: The goal of a self-evaluation essay is to give a full picture of your skills, accomplishments, and areas where you can improve. In the essay, you should be honest and thoughtful about your own performance and set goals for personal and professional growth.

2. Reflection and self-assessment: A self evaluation essay requires individuals to reflect on their own performance and accomplishments. This may include reflecting on past experiences , identifying areas for improvement, and setting goals for the future.

3. Identification of strengths and weaknesses: In a self-evaluation essay, it’s important to talk about both your strengths and weaknesses. This could mean talking about what has been done well and what needs to be improved.

4. Goals and objectives for personal growth: In a self-evaluation essay, you should list specific goals and objectives for your own and your career’s growth. This could mean setting goals to improve skills, move up in your career, or take care of your own health .

5. Evidence and examples to support claims: The claims in a self-evaluation essay should be backed up by evidence and examples. This can include specific examples of accomplishments, feedback from others, or data to back up claims about skills or accomplishments.

Preparing to Write a Self Evaluation Essay

Before you start writing a self-evaluation essay, you should prepare by gathering information and evidence, coming up with ideas, and writing down your goals and objectives. Here are some tips for getting ready to write an essay about yourself:

1. Gathering information and evidence: Before you start writing, make sure you have all the information or proof you need to back up your claims. This could be your past performance reviews, comments from coworkers, or information about what you’ve done.

2. Brainstorming and outlining: Before you start writing, give yourself time to think of ideas and put them in order. Make a plan that includes the most important parts of a self-evaluation essay, such as reflection, identifying your strengths and weaknesses, and setting goals for your own growth.

3. Identifying goals and objectives: Before you start writing, you should set specific goals for your personal and professional growth. This could mean setting goals to improve skills, move up in your career, or take care of your own health.

4. Choosing a format and structure: Choose how your self-evaluation essay will look and be put together. This could mean choosing a chronological or thematic approach, or using a certain format or template.

By taking the time to prepare and gather information, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance and accomplishments.

Writing a Self Evaluation Essay

When writing a self evaluation essay , it is important to follow a clear structure that includes an introduction, body paragraphs, and a conclusion. The following tips can help you to write an effective self evaluation essay:

1. Introduction: Begin with a hook that grabs the reader’s attention and provides context for the essay . Introduce the purpose of the essay and provide a thesis statement that summarizes your main argument.

2. Body paragraphs: The body of the essay should include several paragraphs that address different aspects of your performance, skills, and accomplishments. Use specific examples and evidence to support your claims and provide a clear and detailed reflection on your own performance.

3. Conclusion: Summarize your main points and restate your thesis statement. End with a statement that reflects on what you have learned from the self evaluation process and outlines your goals for personal and professional growth.

4. Tone and style: Use a professional and objective tone when writing a self evaluation essay. Avoid using overly emotional or defensive language, and focus on providing an honest and thoughtful reflection on your own performance.

5. Grammar and mechanics: Pay careful attention to grammar, mechanics, and spelling when writing a self evaluation essay. Use clear and concise language, and proofread your essay carefully to ensure that it is error-free.

Self Evaluation Essay Examples

To better understand how to write a self evaluation essay, it can be helpful to examine examples of effective essays . Here are some key takeaways from successfulself evaluation essays:

1. Sample self evaluation essay: A sample self evaluation essay can provide a helpful template for structuring your own essay. Look for essays that focus on specific goals or accomplishments, and use them as a guide for organizing your own essay.

2. Analysis of effective self evaluation essays: Analyze effective self evaluation essays to identify the key elements that make them successful. Look for essays that provide specific examples and evidence to support claims , and that offer a clear and honest reflection on strengths and weaknesses.

3. Key takeaways from successful self evaluation essays : Successful self evaluation essays typically include a clear and well-structured introduction, detailed body paragraphs that provide specific examples and evidence, and a thoughtful conclusion that reflects on what has been learned and sets goals for future growth.

By studying examples of effective self evaluation essays and applying the tips and strategies outlined in this guide, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance, skills, and accomplishments.

Self Evaluation Essay Topics

When choosing a topic for a self evaluation essay , consider areas where you have experienced personal growth, challenges, or accomplishments. Here are some potential topics to consider:

1. Personal achievements and challenges: Write about a personal achievement or challenge that you have experienced, and reflect on what you learned from the experience.

2. Educational and career goals: Write about your educational or career goals, and reflect on the progress you have made toward achieving them.

3. Personal growth and development: Write about a specific area where you have experienced personal growth and development, such as communication skills or leadership abilities.

4. Strengths and weaknesses: Write about your strengths and weaknesses, and reflect on how they have impacted your personal and professional life.

5. Critical reflection on experiences: Write about a specific experience that has had a significant impact on your life, and reflect on what you have learned from the experience.

Self Evaluation Essay Outline

A clear and well-organized outline is essential for writing an effective self evaluation essay . Here are some tips for creating an effective outline:

1. Basic outline structure: Your outline should include an introduction, several body paragraphs, and a conclusion.

2. Tips for creating an effective outline: Start by brainstorming and organizing your thoughts into a logical sequence. Use bullet points or short phrases to outline the key ideas in each section of your essay . Make sure that your outline includes specific examples and evidence to support your claims.

3. Examples of selfevaluation essay outlines: Here is an example of a basic outline structure for a self evaluation essay:

I. Introduction

   A. Hook

   B. Context

   C. Thesis statement

II. Body Paragraphs

   A. Reflection on personal achievements and challenges

      1. Examples and evidence to support claims

      2. Reflection on what was learned

   B. Discussion of educational and career goals

      1. Progress made toward achieving goals

      2. Reflection on areas for improvement

   C. Analysis of personal growth and development

      1. Specific areas of growth

      2. Reflection on how growth has impacted personal and professional life

   D. Identification of strengths and weaknesses

      1. Discussion of strengths and how they have contributed to success

      2. Discussion of weaknesses and how they have been addressed

   E. Critical reflection on experiences

      1. Discussion of a specific experience

      2. Reflection on what was learned from the experience

III. Conclusion

   A. Summary of main points

   B. Reflection on what was learned from the self evaluation process

   C. Goals for personal and professional growth

By following a clear and well-organized outline, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance, skills, and accomplishments.

Self Evaluation Essay Thesis

An important part of a self-evaluation essay is a thesis statement. It gives a clear and concise summary of the main point or argument of the essay and helps the reader figure out what to do with the rest of the essay. Here are some tips for writing a strong thesis statement for a self-evaluation essay:

1. Purpose and importance of a thesis statement : The purpose of a thesis statement is to provide a roadmap for the rest of the essay. It should convey the main argument or focus of the essay , and provide a clear and concise summary of the key points that will be discussed.

2. Tips for crafting a strong thesis statement: To craft a strong thesis statement, start by brainstorming and organizing your thoughts. Identify the key themes or ideas that will be discussed in the essay , and use these to craft a clear and concise thesis statement. Make sure that your thesis statement is specific, focused, and relevant to the topic of the essay .

3. Examples of effective self evaluation essay thesis: Here are some examples of effective thesis statements for self evaluation essays:

– “Through reflecting on my personal achievements and challenges, I have gained a deeper understanding of my own strengths and weaknesses, and have identified opportunities for personal and professional growth.”

– “My educational and career goals have been shaped by my experiences and accomplishments, and I am committed to continuing to develop my skills and knowledge in order to achieve these goals.

– “Through engaging in critical reflection on my experiences, Ihave gained a greater appreciation for the value of personal growth and development, and have identified specific areas where I can continue to improve.”

Self Evaluation Essay Structure

A successful self evaluation essay should follow a clear and well-structured format. Here are some tips for structuring a successful self evaluation essay:

1. Introduction: The introduction should include a hook that grabs the reader’s attention, provide context for the essay, and include a clear and concise thesis statement that summarizes the main argument or focus of the essay .

2. Body paragraphs: The body of the essay should include several paragraphs that address different aspects of your performance, skills, and accomplishments. Use specific examples and evidence to support your claims, and provide a clear and detailed reflection on your own performance.

3. Conclusion: The conclusion should summarize the main points of the essay , restate the thesis statement, and provide a thoughtful reflection on what has been learned from the self evaluation process. It should also include goals for personal and professional growth.

4. Tips for structuring a successful self evaluation essay: To structure a successful self evaluation essay, organize your thoughts into a clear and logical sequence. Use specific examples and evidence to support your claims, and make sure that each paragraph focuses on a specific aspect of your performance or experience. Use transitions to connect ideas and ensure that the essay flows smoothly.

By following these tips and structuring your self evaluation essay in a clear and well-organized format, you can write an effective and meaningful essay that accuratelyreflects your own performance and accomplishments.

Frequently Asked Questions

1. what is a self evaluation essay.

A self-evaluation essay is a piece of writing in which the writer thinks about their own skills, accomplishments, and performance. The goal of a self-evaluation essay is to give a full picture of one’s own strengths and weaknesses so that areas for improvement can be found and goals for personal and professional growth can be set.

2. What are the elements of a self evaluation essay?

A self-evaluation essay usually includes reflection and self-assessment, identification of strengths and weaknesses, goals and objectives for personal growth, evidence and examples to support claims, and a clear and well-organized structure.

3. How do I choose a topic for a self evaluation essay?

When choosing a topic for a self-evaluation essay, think about areas in which you’ve grown, faced challenges, or done well. Personal successes and problems, educational and career goals, personal growth and development, strengths and weaknesses, and a critical look back on experiences are all possible topics .

4. How do I structure a self evaluation essay?

The format of a self-evaluation essay should be clear and well-structured, with an introduction, body paragraphs, and a conclusion. The introduction should have a hook, set the scene for the essay , and have a clear statement of the essay’s main point. The body of the essay should have several paragraphs that talk about different parts of your performance, skills, and accomplishments. The conclusion should summarize the main points of the essay and give goals for personal and professional growth.

5. What are some tips for writing a successful self evaluation essay?

Some tips for writing a good self-evaluation essay include gathering information and evidence, coming up with ideas and making an outline, identifying goals and objectives, using a professional and objective tone, paying attention to grammar and mechanics, and using specific examples and evidence to support claims.

Writing a self-evaluation essay can help you improve as a person and as a worker. By thinking about your own performance, skills, and accomplishments, you can learn more about your strengths and weaknesses and set goals for continuing to grow and get better. To write a good self-evaluation essay, you should stick to a clear and well-organized structure, use a professional and objective tone, and back up your claims with specific examples and evidence.

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7 Steps for How to Write an Evaluation Essay (Example & Template)

In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

• Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
• Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

• Discuss both the pros and cons of the thing
• Discuss both the strengths and weaknesses of the thing
• Look at the thing from multiple different perspectives
• Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

• Strength under pressure
• Longevity (ability to survive for a long time)
• Ease of use
• Ability to get the job done
• Friendliness
• Punctuality
• Ability to predict my needs
• Calmness under pressure
• Attentiveness

A Bed and Breakfast

• Breakfast options
• Taste of food
• Comfort of bed
• Local attractions
• Service from owner
• Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

• Looked at both good and bad elements of the ‘thing’, and
• Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

• A strength of the meal was its presentation. It was well presented and looked enticing to eat.
• A weakness of the meal was that it was overcooked. This decreased its flavor.
• The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
• The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

• Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

• All things considered
• With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

• Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
• Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
• Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
• Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
• Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

• Impact on world history
• Ability to pass legislation
• Popularity with voters
• Morals and ethics
• Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

• impact on social interactions;
• impact on the media landscape;
• impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

• Close the loop: Return to a statement you made in the introduction.
• Conclude: Show what your final position is.
• Clarify: Clarify how your final position is relevant to the Essay Question.
• Concern: Explain who should be concerned by your findings.
• Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

• Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
• Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
• Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
• Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
• Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
• Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
• Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

• Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
• Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
• Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
• Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
• Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

• Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
• Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

• Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
• Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
• Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
• Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
• Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
• Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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Self Evaluation Essay

One of the most important in having to tell that you have been performing right is by the use of a self-evaluation . Not only does it tells about being aware of yourself, but also being open for self-improvement and development. When you are aware of yourself, you begin to know what your strengths and weaknesses are. Self-evaluation can also offer confidence, strong relationships and good decision making. When you are asked to write for a self-evaluation , you are more likely to reflect and demonstrate your value in an organization where you have found an avenue to grow.

7+ Self Evaluation Essay Examples

1. self evaluation form template.

• Google Docs
• Apple Pages

Size: 72 KB

2. Lesson Self Evaluation Sample

Size: 128 KB

3. Staff Employee Self-Evaluation Template

Size: 60 KB

4. Self Evaluation Internal Conflict Essay

Size: 26 KB

5. Self Evaluation Essay Template

Size: 14 KB

6. Self Evaluation Essay Document

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7. Self Evaluation Essay Checklist

Size: 275 KB

8. Student Self Evaluation Essay

Size: 64 KB

What is Self-Evaluation?

The act of evaluating oneself is to objectively monitor their own performance in a particular job. It is a kind of a written review that involves rating competencies, goals, and overall performance. When you are able to assess yourself, you will become someone who is active in his or her own evaluation. This increases commitment to setting up a goal , development and planning for your career.

Things To Do For Self-Evaluation

Take time . Allot an hour of your time to complete the evaluation. You may spend this time reviewing your past documentations that is related to your goals.

You may consider conducting your self-evaluation in a quiet place where nobody can disturb your focus. Devote your full attention when reflecting.

Try to keep yourself relaxed . The purpose of the evaluation is to highlight your strengths, correct weaknesses, and develop skills.

Self-evaluations are the right place for you to boast about what you have achieved without putting anyone else down. The things that you have accomplished must be stated accurately.

Write in a conversational style so that you won’t be misunderstood especially by your supervisor. Keep it natural.

Ask your co-workers about of some feedback about your performances. Avoid comments in the feedback that could lessen your self-esteem.

Use appropriate language . This means that you have to be decent with your words and choose only those words that are objective.

Writing self-evaluations essays are a good opportunity for you to identify how you are going to improve your performance . Make some recommendations . This is not a weakness. Rather, this is a strength that could help you grow and improve as a person.

Apply the knowledge you have gained . You should be able to complete the learning and apply those that you have learned that could support your performance goals and competency development.

Get your self-evaluation essay right . Write more than one draft. Make sure that you are writing thoroughly and professionally.

Example of Self-Evaluation Essay

“ …On analyzing my performance during the semester, I believe that I was quite successful to a significant extent. In this regard, it is worth mentioning the fact that I have completed seven essays during the semester and almost all of them were quite successful because I received “A” grade for the majority of my essays. I really liked my performance but I am always concerned with receiving “A” grades for my work which is the only acceptable grade for me. I am success-oriented person. This is why I just cannot afford the grade below “A”.

 Such personal position urges me to do my best and to work hard to gain the possibly highest degree but, on the other hand, it is sometimes difficult and even frustrating to pursue the highest degree, especially if it is extremely difficult to receive. For example, there were cases, when I felt the task was quite challenging for me to complete it successfully. This is why I had to work really hard to obtain “A” degree for those papers. Nevertheless, I am aware that such tasks have made the most significant contribution to my progress and academic development because they encouraged not only my creativity but also stimulated the development of research skills which helped me to learn more about the subject I wrote about and to improve my writing and academic performance overall (Frosh 103) …”

www.essaywriting.expert

Why do you have to include the list of your achievements.

Your achievements will make you proud and will bring the most value into your company.

Where do some self-evaluations used?

Some self-evaluations are used for self-review, performance review or even when you are considered to receive bonuses or salary increase.

What are some of the do’s and don’ts in self-evaluation?

Do’s – ask feedback from others, focus on your highlights, and get second opinion from someone close to you.

Don’ts – put bullets in writing for your accomplishments and make grammatical or typographical errors.

Writing a self-evaluation doesn’t have to be that stressful. Before you begin, it is important to organize yourself and focus on something positive to impress others. It will also be beneficial to your part because you will be able to provide a reflection over your achievements in which it sets you to the right path in making yourself more improved.

Self Evaluation Essay Generator

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Speech Evaluation Essay on the techniques used in Martin Luther King Jr.'s "I Have a Dream" speech

Speech Evaluation Essay on the effectiveness of persuasive tactics in a famous political speech

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How to write a self-evaluation essay?

What is a self-evaluation essay, reflecting on accomplishments, being backed up by pieces of evidence, focusing on special provisions.

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3.7 Evaluation: Self-Evaluating

Learning outcomes.

By the end of this section, you will be able to:

• Gain experience negotiating variations in genre conventions.
• Learn common formats and design features for different kinds of texts.
• Identify how genre conventions for structure, paragraphing, tone, and mechanics vary.

The section below provides a rubric that your instructor will use to evaluate the aspect of your literacy experience that you have chosen to explore in a full essay. Refer to it frequently throughout the writing process to make sure that you are fulfilling the requirements of the assignment.

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This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
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Structure of academic reflections

Guidance on the structure of academic reflections.

Academic reflections or reflective writing completed for assessment often require a clear structure. Contrary to some people’s belief, reflection is not just a personal diary talking about your day and your feelings.

Both the language and the structure are important for academic reflective writing. For the structure you want to mirror an academic essay closely. You want an introduction, a main body, and a conclusion.

Academic reflection will require you to both describe the context, analyse it, and make conclusions. However, there is not one set of rules for the proportion of your reflection that should be spent describing the context, and what proportion should be spent on analysing and concluding. That being said, as learning tends to happen when analysing and synthesising rather than describing, a good rule of thumb is to describe just enough such that the reader understands your context.

Example structure for academic reflections

Below is an example of how you might structure an academic reflection if you were given no other guidance and what each section might contain.  Remember this is only a suggestion and you must consider what is appropriate for the task at hand and for you yourself.

Introduction

Identifies and introduces your experience or learning

• This can be a critical incident
• This can be the reflective prompt you were given
• A particular learning you have gained

When structuring your academic reflections it might make sense to start with what you have learned and then use the main body to evidence that learning, using specific experiences and events. Alternatively, start with the event and build up your argument. This is a question of personal preference – if you aren’t given explicit guidance you can ask the assessor if they have a preference, however both can work.

Highlights why it was important

• This can be suggesting why this event was important for the learning you gained
• This can be why the learning you gained will benefit you or why you appreciate it in your context

You might find that it is not natural to highlight the importance of an event before you have developed your argument for what you gained from it. It can be okay not to explicitly state the importance in the introduction, but leave it to develop throughout your reflection.

Outline key themes that will appear in the reflection (optional – but particularly relevant when answering a reflective prompt or essay)

• This can be an introduction to your argument, introducing the elements that you will explore, or that builds to the learning you have already gained.

This might not make sense if you are reflecting on a particular experience, but is extremely valuable if you are answering a reflective prompt or writing an essay that includes multiple learning points. A type of prompt or question that could particularly benefit from this would be ‘Reflect on how the skills and theory within this course have helped you meet the benchmark statements of your degree’

It can be helpful to explore one theme/learning per paragraph.

Explore experiences

• You should highlight and explore the experience you introduced in the introduction
• If you are building toward answering a reflective prompt, explore each relevant experience.

As reflection is centred around an individual’s personal experience, it is very important to make experiences a main component of reflection. This does not mean that the majority of the reflective piece should be on describing an event – in fact you should only describe enough such that the reader can follow your analysis.

Analyse and synthesise

• You should analyse each of your experiences and from them synthesise new learning

Depending on the requirements of the assessment, you may need to use theoretical literature in your analysis. Theoretical literature is a part of perspective taking which is relevant for reflection, and will happen as a part of your analysis.  

Restate or state your learning

• Make a conclusion based on your analysis and synthesis.
• If you have many themes in your reflection, it can be helpful to restate them here.

Plan for the future

• Highlight and discuss how your new-found learnings will influence your future practice

Answer the question or prompt (if applicable)

• If you are answering an essay question or reflective prompt, make sure that your conclusion provides a succinct response using your main body as evidence.  

Using a reflective model to structure academic reflections

You might recognise that most reflective models mirror this structure; that is why a lot of the reflective models can be really useful to structure reflective assignments. Models are naturally structured to focus on a single experience – if the assignment requires you to focus on multiple experiences, it can be helpful to simply repeat each step of a model for each experience.

One difference between the structure of reflective writing and the structure of models is that sometimes you may choose to present your learning in the introduction of a piece of writing, whereas models (given that they support working through the reflective process) will have learning appearing at later stages.

However, generally structuring a piece of academic writing around a reflective model will ensure that it involves the correct components, reads coherently and logically, as well as having an appropriate structure.

Reflective journals/diaries/blogs and other pieces of assessed reflection

The example structure above works particularly well for formal assignments such as reflective essays and reports.  Reflective journal/blogs and other pieces of assessed reflections tend to be less formal both in language and structure, however you can easily adapt the structure for journals and other reflective assignments if you find that helpful.

That is, if you are asked to produce a reflective journal with multiple entries it will most often (always check with the person who issued the assignment) be a successful journal if each entry mirrors the structure above and the language highlighted in the section on academic language. However, often you can be less concerned with form when producing reflective journals/diaries.

When producing reflective journals, it is often okay to include your original reflection as long as you are comfortable with sharing the content with others, and that the information included is not too personal for an assessor to read.

Developed from:

Ryan, M., 2011. Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.

University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online].  Portsmouth: University of Portsmouth.

Queen Margaret University, Effective Learning Service (date unavailable).  Reflection. [online].  Edinburgh: Queen Margaret University.

Jun 29, 2023

Evaluation Essay Examples: Master the Art of Critical Assessment with Examples and Techniques

Want to turn good evaluation essays into great ones? We've got you covered with the guidance and insights you need. Join us as we delve into the art of critical assessment!

An evaluation paper's main purpose is to assess entities like a book, movie, restaurant, or product and provide constructive criticism. This writing style can be approached with serious objectivity or with humor and sarcasm. Reviewing is a common form of academic writing that serves to assess something and is often used in various fields as a research method. For example, research papers might include literature reviews or case studies, using evaluation as an analytical tool.

Evaluation reports can also take the form of analyses and critiques. A critique of a scientific study would look at its methodology and findings, while an analysis of a novel would focus on its themes, characters, and writing style. It's essential to consider your audience and your purpose before starting an evaluation document.

Evaluation papers are a versatile and meaningful writing form that can both educate and entertain audiences. Regardless of whether the tone is serious or humorous, objective or subjective, a well-written review can engage and educate.

To understand everything about evaluation essays, from their definition and purpose to potential topics and writing tips, read on.

What are Evaluation Essays?

An evaluation essay allows the author to make a claim and offer a verdict on a topic. This essay type can be used to identify the best option among several alternatives, or to analyze a specific method, product, or situation. It is a common academic task across all levels. Evaluation essays come in different forms, from online product reviews to business cases prepared by management professionals.

In contrast to a descriptive essay, an evaluation essay aims to express the author's judgment. However, this essay type is defined by an objective tone. The author's judgment should be based on careful examination of the available evidence. This differs from a persuasive essay, which seeks to convince the reader to adopt the author's point of view. An evaluation essay starts with the facts and forms conclusions based on these facts.

How to Write an Evaluation Essay?

To write an effective evaluation essay, follow these essential writing tips:

1. Select a Topic

The essay topic is crucial. It should be both educational and interesting, providing enough information to fill an entire essay.

2. Draft an Evaluation Essay Outline

Professional writers always advise creating an evaluation essay outline before writing the essay itself. This aids in writing and ensures content coherence. An outline is also easier to modify than a complete essay. Think about what should be included and excluded when designing your essay's outline. However, skipping this step and diving straight into the essay writing can create extra work later, as it can mean editing and revising the entire piece.

The general components of an evaluation essay outline include:

a. Introduction

The introduction is vital as it forms the readers' first impression. It should engage readers and arouse their interest in the topic. The aspects to consider when writing the introduction are as follows:

Begin with a compelling hook statement to capture the reader's interest.

Provide background information on the topic for better understanding.

Formulate a clear and concise thesis statement, outlining the main objective of the evaluation.

b. Body Section

The body of the essay consists of three paragraphs. Each paragraph should deliver several related ideas and flow seamlessly from start to finish. The key ideas to cover in the body paragraphs include:

Start with a sentence that presents your view on the topic.

Provide arguments that support the topic sentence and your stance.

Present a well-rounded argument to show impartiality.

Compare the subject to a different topic to showcase its strengths and weaknesses.

Present the evaluation from various angles, applying both approving and critical thinking.

c. Conclusion

This is your final chance to convince the reader of your viewpoint. The conclusion should summarize the essay and present the overall evaluation and final assessment. When composing an evaluation essay's conclusion, keep the following points in mind:

Restate your main points and arguments from the essay body.

Present evidence to support your thesis.

Conclude your argument convincingly, ultimately persuading the reader of your assessment.

3. Review, Edit, and Proofread

The final steps after writing the essay are editing and proofreading. Carefully reading your essay will help identify and correct any unintentional errors. If necessary, review your draft multiple times to ensure no mistakes are present.

Structure of an Evaluation Essay

An evaluation essay, like any good piece of writing, follows a basic structure: an introduction, body, and conclusion. But to make your evaluation essay standout, it's crucial to distinctly outline every segment and explain the process that led you to your final verdict. Here's how to do it:

Introduction

Start strong. Your introduction needs to captivate your readers and compel them to read further. To accomplish this, begin with a clear declaration of purpose. Provide a brief background of the work being evaluated to showcase your expertise on the topic.

Next, rephrase the essay prompt, stating the purpose of your piece. For example, "This essay will critically assess X, utilizing Y standards, and analyzing its pros and cons." This presents your comprehension of the task at hand.

Wrap up your introduction with a thesis statement that clearly outlines the topics to be discussed in the body. This way, you set the stage for the essay's content and direction, sparking curiosity for the main body of the work.

Body of the Essay

Dive deep, but not without preparation. Before delving into the assessment, offer an unbiased overview of the topic being evaluated. This reaffirms your understanding and familiarity with the subject.

Each paragraph of the body should focus on one evaluation criterion, presenting either support or criticism for the point. This structured approach ensures clarity while presenting evidence to substantiate each point. For instance, discussing the benefits of a product, you can outline each advantage and back it up with supporting evidence like customer reviews or scientific studies.

Ensure a smooth flow of thoughts by linking paragraphs with transitional phrases like "in addition," "moreover," and "furthermore." Each paragraph should have a clear topic sentence, explanation, and supporting evidence or examples for easy understanding.

Your conclusion is where you make your final, compelling argument. It should focus on summarizing the points made according to your evaluation criteria. This isn't the place for new information but rather a concise summary of your work.

To conclude effectively, revisit your thesis and check whether it holds up or falls short based on your analysis. This completes the narrative arc and provides a solid stance on the topic. A thoughtful conclusion should consider the potential impact and outcomes of your evaluation, illustrating that your findings are based on the available data and recognizing the potential need for further exploration.

Evaluation Essay Examples

Now that we've covered the structure, let's take a look at some examples. Remember, an evaluation essay is just one type of essay that can be generated using tools like Jenni.ai. This AI-powered software can produce high-quality essays on any topic at impressive speeds. Here are some ideas to kickstart your assessment essay writing journey.

Evaluation Essay: Online Teaching vs. On-campus Teaching

In the face of technological evolution, education has seen a shift in teaching styles, with online learning platforms providing an alternative to traditional on-campus teaching. This essay will evaluate and compare the effectiveness of these two teaching styles, delving into various factors that contribute to their strengths and weaknesses.

The landscape of education has transformed significantly with the advent of online learning. This essay will scrutinize and juxtapose the effectiveness of online teaching against traditional on-campus teaching. The evaluation will take into account numerous factors that contribute to the success of each teaching style, focusing on their individual benefits and drawbacks.

On-campus Teaching

On-campus teaching, the time-tested method of education, has proven its effectiveness repeatedly. The physical classroom setting provides students direct access to their teachers, promoting immediate feedback and real-time interaction. Moreover, the hands-on learning, group discussions, and collaborative projects intrinsic to on-campus teaching cultivate crucial soft skills like communication and teamwork.

A study by the National Bureau of Economic Research reveals that students attending on-campus classes show higher academic performance and are more likely to complete their degrees compared to those in online classes (Bettinger & Loeb, 2017). However, on-campus teaching isn't without its challenges. It offers limited flexibility in scheduling and requires physical attendance, which can be inconvenient for students residing far from campus or those with mobility constraints.

Online Teaching

Online teaching, propelled by technological advancements and digital learning platforms, offers a compelling alternative. The most significant benefit of online teaching is its scheduling flexibility. Students can access classes and course materials from anywhere, at any time, providing a superior balance for work, family, and other commitments.

Online teaching democratizes education by enabling access for students in remote areas or with mobility challenges. The use of innovative teaching methods like interactive multimedia and gamification enhances engagement and enjoyment in learning.

Despite its numerous advantages, online teaching presents its own set of challenges. A major drawback is the lack of direct interaction with teachers and peers, potentially leading to delayed feedback and feelings of isolation. Furthermore, online classes demand a higher degree of self-motivation and discipline, which may be challenging for some students.

Both online teaching and on-campus teaching present their unique benefits and drawbacks. While on-campus teaching fosters direct interaction and immediate feedback, online teaching provides unmatched flexibility and accessibility. The choice between the two often depends on factors such as the course content, learning objectives, and student preferences.

A study by the University of Massachusetts reports that the academic performance of students in online classes is on par with those attending on-campus classes (Allen & Seaman, 2017). Furthermore, online classes are more cost-effective, eliminating the need for physical classrooms and related resources.

In conclusion, while both teaching styles have their merits, the effectiveness of each is heavily dependent on the subject matter, learning objectives, and the individual needs and preferences of students.

Citations: Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group. Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Brookings Papers on Economic Activity, Spring 2017, 347-384.

Evaluation essay: Analyze how the roles of females and males changed in recent romantic movies

Romantic movies have long been a popular genre, offering a glimpse into the complex and varied world of relationships. Over the years, the portrayal of gender roles in romantic movies has evolved significantly. This essay aims to evaluate and analyze how the roles of females and males have changed in recent romantic movies.

Historical Context of Gender Roles in Romantic Movies:

Gender roles have played a significant role in shaping the portrayal of romantic relationships in movies. In the past, traditional gender roles were often reinforced, with women playing the role of the damsel in distress, and men playing the role of the protector and provider.

However, over the years, the feminist movement and other social changes have led to a more nuanced portrayal of gender roles in romantic movies. Women are no longer just passive objects of desire, and men are not just dominant figures. Instead, both genders are portrayed as complex and multifaceted individuals with their desires, needs, and struggles.

Analysis of Recent Romantic Movies:

In recent years, romantic movies have become more diverse and inclusive, featuring a wider range of gender identities, sexual orientations, and cultural backgrounds. As a result, the portrayal of gender roles in these movies has also become more nuanced and complex.

One significant trend in recent romantic movies is the portrayal of female characters as strong, independent, and empowered. Female characters are no longer just passive objects of desire, waiting for the male lead to sweep them off their feet. Instead, they are shown to be capable of taking charge of their own lives, pursuing their goals, and making their own decisions.

For example, in the movie "Crazy Rich Asians," the female lead, Rachel, is portrayed as a strong and independent woman who stands up for herself and refuses to be intimidated by the wealthy and powerful people around her. Similarly, in the movie "The Shape of Water," the female lead, Elisa, is portrayed as a determined and resourceful woman who takes action to rescue the creature she has fallen in love with.

Another trend in recent romantic movies is the portrayal of male characters as vulnerable and emotionally expressive. Male characters are no longer just stoic and unemotional but are shown to have their insecurities, fears, and vulnerabilities.

For example, in the movie "Call Me By Your Name," the male lead, Elio, is shown to be sensitive and emotional, struggling with his feelings for another man. Similarly, in the movie "Moonlight," the male lead, Chiron, is shown to be vulnerable and emotionally expressive, struggling with his identity and his relationships with those around him.

However, while there have been significant changes in the portrayal of gender roles in recent romantic movies, there are still some aspects that remain problematic. For example, female characters are still often portrayed as objects of desire, with their value determined by their physical appearance and sexual appeal. Male characters are still often portrayed as dominant and aggressive, with their masculinity tied to their ability to assert control over others.

Conclusion:

In conclusion, the portrayal of gender roles in recent romantic movies has evolved significantly, with female characters being portrayed as strong, independent, and empowered, and male characters being portrayed as vulnerable and emotionally expressive. These changes reflect the shifting social norms and values of our society and offer a more nuanced and complex portrayal of romantic relationships.

However, there are still some problematic aspects of the portrayal of gender roles in romantic movies, such as the objectification of female characters and the perpetuation of toxic masculinity. Filmmakers and audiences need to continue to push for greater diversity, inclusivity, and nuance in the portrayal of gender roles in romantic movies so that everyone can see themselves reflected in these stories.

"Crazy Rich Asians" Directed by Jon M. Chu, performances by Constance Wu, Henry Golding, and Michelle

Final Thoughts

The step-by-step guide and examples provided should have equipped you with the skills necessary to write a successful evaluation essay. However, crafting the perfect essay isn't a simple task; it demands practice, patience, and experience.

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How to write a Self-Evaluation

Fairhaven College classes do not use the A-to-F grading system. Students evaluate their own performance in detail for each Fairhaven college course. The student self-evaluation, combined with their faculty member's narrative assessment of the student's work, records the individual qualities of student academic performance in Fairhaven coursework.

Below are guidelines for current Fairhaven students on how to write a narrative self-evaluation. Be specific & detailed.

Fairhaven Self Evaluation Tips

How to complete your self-evaluation online

• What did I expect to learn?
• What were my goals?
• What did I take on? What was my approach to regular assignments and to larger projects?
• What were the individual projects I completed? Did I complete all assignments? If not, why not? Did I do more than was assigned? If so, what? And what did I accomplish with this extra work?
• How well did I do routine assignments and/or special projects? Did I find a way through confusion, hang-up, procrastination, or disaffection with the work?
• Be specific about my attendance . Was I there? If not, how often, and why not? Did I support the community of learning in the classroom? Did I come to class prepared? If so, how consistent was I? How well did I prepare? Did I find ways to improve it during the term?
• What was my role in class discussion and/or other class activities? What did I do/not do to facilitate good discussion or other fruitful participation in activities? Was I prepared? Did I make specific note of my problems and questions and bring them to class to share them?
• How well did I do? What were my strengths and weaknesses? What do I need to work on most? What new strengths or weaknesses did I discover?
• If I had problems or difficulties with the way the class was working for me, did I bring those to the attention of the instructor so circumstances could improve? Did I do other things to face difficulty squarely?
• Did I seek out help when I needed it? How successful was I? What did I do/not do to make my work as good as it could be?
• What did I learn (subject matter, skills, ways of knowing and working)?
• What changes happened in my attitude, my confidence, my way of going about or looking at things?
• What’s next? Where do I (could I) I go from here?

Self-Evaluation

Composition II: Engagement and Examination Copyright © by lstuckey is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Open access
• Published: 24 April 2024

Clinical decision making: validation of the nursing anxiety and self-confidence with clinical decision making scale (NASC-CDM ©) into Spanish and comparative cross-sectional study in nursing students

• Daniel Medel   ORCID: orcid.org/0009-0007-5883-295X 1 ,
• Tania Cemeli   ORCID: orcid.org/0000-0002-6683-3756 1 ,
• Krista White   ORCID: orcid.org/0000-0003-4179-5383 2 ,
• Williams Contreras-Higuera   ORCID: orcid.org/0000-0002-4872-1590 3 ,
• Maria Jimenez Herrera   ORCID: orcid.org/0000-0003-2599-3742 4 ,
• Alba Torné-Ruiz   ORCID: orcid.org/0000-0002-8072-1953 1 , 5 ,
• Aïda Bonet   ORCID: orcid.org/0000-0001-7382-114X 1 , 6 &
• Judith Roca   ORCID: orcid.org/0000-0002-0645-1668 1 , 6  

BMC Nursing volume  23 , Article number:  265 ( 2024 ) Cite this article

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Decision making is a pivotal component of nursing education worldwide. This study aimed to accomplish objectives: (1) Cross-cultural adaptation and psychometric validation of the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM©) scale from English to Spanish; (2) Comparison of nursing student groups by academic years; and (3) Analysis of the impact of work experience on decision making.

Cross-sectional comparative study. A convenience sample comprising 301 nursing students was included. Cultural adaptation and validation involved a rigorous process encompassing translation, back-translation, expert consultation, pilot testing, and psychometric evaluation of reliability and statistical validity. The NASC-CDM© scale consists of two subscales: self-confidence and anxiety, and 3 dimensions: D1 (Using resources to gather information and listening fully), D2 (Using information to see the big picture), and D3 (Knowing and acting). To assess variations in self-confidence and anxiety among students, the study employed the following tests: Analysis of Variance tests, homogeneity of variance, and Levene’s correction with Tukey’s post hoc analysis.

Validation showed high internal consistency reliability for both scales: Cronbach’s α = 0.920 and Guttman’s λ2 = 0.923 (M = 111.32, SD = 17.07) for self-confidence, and α = 0.940 and λ2 = 0.942 (M = 80.44, SD = 21.67) for anxiety; and comparative fit index (CFI) of: 0.981 for self-confidence and 0.997 for anxiety. The results revealed a significant and gradual increase in students’ self-confidence ( p  =.049) as they progressed through the courses, particularly in D2 and D3. Conversely, anxiety was high in the 1st year (M = 81.71, SD = 18.90) and increased in the 3rd year (M = 86.32, SD = 26.38), and significantly decreased only in D3. Work experience positively influenced self-confidence in D2 and D3 but had no effect on anxiety.

The Spanish version (NASC-CDM-S©) was confirmed as a valid, sensitive, and reliable instrument, maintaining structural equivalence with the original English version. While the students’ self-confidence increased throughout their training, their levels of anxiety varied. Nevertheless, these findings underscored shortcomings in assessing and identifying patient problems.

Peer Review reports

Decision making in nursing is a critical process that all nurses around the world use in their daily practice, involving the assessment of information, the identification of health issues, the establishment of care objectives, and the selection of appropriate interventions to address the patient’s health problems [ 1 , 2 ]. Nursing professionals must effectively apply their knowledge, skills, and clinical judgment to ensure the delivery of safe and high-quality care within the context of complex and ever-evolving situations [ 3 ]. For nearly 25 years, clinical decision-making has been highlighted as one of the key aspects of nursing practice [ 2 , 4 ].

Decision making in nursing does not follow a linear relationship that culminates in the decision made; instead, it has a circular nature that repeats through data collection, alternative selection, reasoning, synthesis, and testing [ 5 ]. Expert nurses, moreover, possess the ability to discern patterns and trends within clinical situations, providing them with a general overview of patient issues and facilitating decision making [ 6 ]. In this iterative and dynamic process, a solid knowledge base, clinical experience, reliable information, and a supportive environment are crucial pillars underpinning clinical decisions [ 7 ]. Therefore, nursing students, during their educational journey, require the support of others in decision making [ 4 ] and adequate training that optimizes their learning opportunities [ 8 ]. Clinical decision-making forms the cornerstone of professional nursing practice [ 9 ].

The process of decision making regarding patient care integrates theoretical knowledge with hands-on experience [ 10 ]. This practical experience has been instrumental in augmenting analytical skills, intuition, and cognitive strategies essential for determining sound judgment and decision-making in complex situations [ 11 ]. Although students’ clinical experience is limited, some of them work as nursing assistants or in support roles. This profile of nursing student is quite common [ 12 ]. Hence, prior work experience in healthcare should be considered in nursing students.

Additionally, it has been suggested that emotional factors, such as heightened levels of anxiety and low self-confidence, may influence clinical decision-making processes [ 13 ]. The Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM©) scale is used to make a self-report of how they feel about students’ self-confidence and anxiety levels during clinical decision-making [ 14 ] On one hand, nursing students frequently grapple with elevated stress and anxiety, which adversely affect their learning process [ 15 ]. Conversely, self-confidence is defined as a person’s self-recognition of their abilities and capacity to recognize and manage their emotions [ 16 ]. Self-confidence can foster well-being by strengthening positive emotions among nursing students [ 17 ]. In this regard, one of the leading authors in the study of self-confidence is Albert Bandura (1977) [ 18 ]. He employs the term self-efficacy to describe the belief that one holds in being capable of successfully performing a specific task to achieve a given outcome. Consequently, it can be considered a situationally specific self-confidence [ 19 ]; however, these terms are related to potential emotional barriers in decision making [ 20 ].

In line with the aforementioned, and as a rationale for this study, it should be noted that the NASC-CDM© scale offers significant contributions. Firstly, it highlights the ability to address self-reported levels of self-confidence and anxiety, both independently and interrelatedly, as these two are two distinct constructs with relevant effects on clinical decision making. This separation allows for a more comprehensive and precise understanding of the context [ 21 ]. Secondly, it is worth noting that the scale can be administered to both students and professionals [ 22 ]. The results obtained through this scale enable the identification of areas in which students need improvement and provide nursing educators the opportunity to develop strategies to strengthen students’ clinical decision-making skills [ 14 ].

The absence of a validated Spanish version of the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM©) scale poses a significant challenge for researchers and educators. This limitation hinders the accurate assessment of self-confidence and anxiety levels among Spanish-speaking nursing students and professionals in both clinical decision-making both academic and healthcare settings. In heath research, the availability of reliable measurement tools is crucial to ensure accuracy and comparability across cultural and linguistic contexts [ 23 ]. Moreover, it is noteworthy that the NASC-CDM© scale is not only accessible in English [ 14 ] but also in other languages such as Turkish [ 24 ] and Korean [ 22 ], Therefore, its availability in Spanish presents numerous opportunities for cross-cultural comparisons in academic and healthcare settings, as well as between academic and clinical researchers.

Hence, this study aims to address two deficits in the Spanish context: first, to validate the NASC-CDM© scale in Spanish, and second, to employ it to assess self-confidence and anxiety levels in decision making among nursing students by academic year and the influence of prior work experience. By achieving these objectives, the study seeks to provide educators with essential insights to enhance the teaching and learning process in both academic and environments. Additionally, it aims to offer support students in enhancing their decision-making skills, ultimately fostering the development of proficient healthcare professionals capable of delivering care. Therefore, this study was designed to achieve three primary objectives: (1) To perform a cross-cultural and psychometric validation of the Nursing Anxiety and Self-Confidence scale with the Clinical Decision Making (NASC-CDM©) from English to Spanish Nursing Anxiety and Self-Confidence with Clinical Decision Making– Spanish (NASC-CDM-S©) scale.; (2) To compare groups of nursing students from their first to fourth academic year in terms of anxiety and self-confidence in their decision-making processes; and (3) To Investigate the potential impact of the participants’ work experience on their decision-making abilities. Hence, concerning objectives 2 and 3, the following hypothesis was posited: participants in higher academic years and participants with work experience have higher levels of self-confidence and lower levels of anxiety in their decision-making processes.

This study adopted a quantitative cross-sectional and analytical approach.

Setting and sampling

The study population comprised nursing students from the Faculty of Nursing and Physiotherapy, University of Lleida (Spain). The nursing degree program in Spain consists of 240 European Credit Transfer System (ECTS) credits, approximately equivalent to 6000 h, distributed across 4 academic years (60 ECTS per year, totaling 1500 h per year). One ECTS credit corresponds to 25–30 study hours (Royal Decree 1125/2003). The first year primarily focuses on theoretical training in basic sciences, with more specific nursing sciences covered in higher years. Clinical practices gradually increase, with the fourth year being predominantly practical (1st year 6 ECTS, 2nd year 12 ECTS, 3rd year 24 ECTS, and 4th year 39 ECTS).

A convenience sample of 301 participants was used, representing a non-probability sampling method [ 25 ]. The sample size aligns with the recommended person-item ratio, with a minimum of 10 subjects per item for general psychometric approaches and 300–500 for confirmatory factor analysis (CFA) or conducting propriety analysis [ 23 ]. The NASC-CDM© scale contains 27 items. Inclusion criteria were nursing students from all four academic years who were willing to participate, and no exclusion criteria were specified. Participants received no compensation, and their participation was voluntary.

Instrument and variables

The original version of the NASC-CDM© tool was developed by White [ 14 , 21 ]. The use of this tool for the study was authorized in May 2022 through email communication with the instrument’s creator.

Regarding the original instrument, it is noteworthy that it was validated through an exploratory factor analysis (EFA) with 545 pre-licensure nursing students in the United States. The analysis revealed moderate convergent validity and significant correlations between the self-confidence and anxiety variables that constitute two separate sub-scales within the same instrument. The instrument achieved a Cronbach’s α of 0.98 for self-confidence and 0.94 for anxiety [ 14 , 21 ]. This instrument comprises 27 items and uses a 6-point Likert scale for responses (1 = Not at all; 2 = Only a little; 3 = Somewhat; 4 = Mostly; 5 = Almost completely; 6 = Completely). Scores range from 27 to 162 points. The EFA results confirmed a scale with three dimensions (D1, D2, and D3):

D1 (Using resources to gather information and listening fully) includes statements about recognizing clues or issues and assessing their clinical significance. This dimension comprises 13 items, with a minimum score of 13 and a maximum of 78.

D2 (Using information to see the big picture) includes statements about determining the patient’s primary problem. This dimension contains 7 items, with a minimum score of 7 and a maximum of 42.

D3 (Knowing and acting) includes statements about performing interventions to address the patient’s problem. This dimension consists of 7 items, with a minimum score of 7 and a maximum of 42.

Based on the original tool, the questionnaire used in this study consisted of two parts. It included the following variables: (a) sociodemographic data such as age (numeric), gender (male, female, non-binary), academic year (1st, 2nd, 3rd, 4th), university entrance pathway (secondary school, training courses, other university degrees, over 25–45 years old), and participants’ work experience in healthcare (Yes or No); and (b) 27 paired statements about students’ perceptions of their level of self-confidence and anxiety (dependent variable) in decision making as per the translated NASC-CDM©. Regarding work experience, it should be noted that some nursing students work in healthcare facilities as nursing assistants or in support roles during their nursing studies.

Instrument validation

The tool presented by White [ 14 ] underwent translation and adaptation, following the guidance provided by Sousa & Rojjanasrirat [ 23 ] and Kalfoss [ 26 ]. In the forward-translation (English to Spanish) and back-translation phases, two independent bilingual translators participated, who were not part of the research team and who usually work with health-related translations. The back-translated version of the scale was reviewed and approved by the tool’s creator (Dr. White). These steps ensured content validity.

In the expert panel phase, 5 expert nurse educators from our university who were not part of the research team, with a doctoral degree and more than 5 years of teaching experience, assessed content relevancy. The scale proposed by Sousa & Rojjanasrirat [ 23 ] (1 = not relevant, 2 = unable to assess relevance, 3 = relevant but needs minor alteration, 4 = very relevant and succinct), along with the Kappa index were used to assess agreement. The educators rated the 27 items between 3 and 4. The concordance analysis yielded a score of 0.850, which, as per Landis & Koch [ 27 ], is considered nearly perfect. Only some expressions were modified for better cultural adaptation while retaining the original meaning of the statements. Finally, a pilot test was conducted during the pre-testing phase, involving 20 students, to assess comprehension and completion time. The students encountered no comprehension difficulties, and the average response time was 13 min. Therefore, it was concluded that the questionnaire was feasible in terms of time required taken and clarity of the questions/answers [ 28 ].

This validation process concludes with the psychometric testing of the prefinal version of the translated instrument. During this phase, the psychometric properties are established using a sample from the target population, in this case, nursing students [ 23 ]. The psychometric characteristics examined include: (1) the reliability of internal consistency (Cronbach’s Alpha coefficient (α) and Guttman split-half coefficients (λ2); (2) criterion validity, where the concurrent validity of the new version of the instrument was assessed against the original version via confirmatory factor analysis (CFA), and (3) for construct and structural validity, exploratory factor analysis (EFA) and CFA were conducted to demonstrate the discriminant validity of the instrument by comparing groups within the sample.

Data collection

Data collection took place between May 2022 and June 2023. The lead researcher in a classroom administered the questionnaire in a paper format. Response times ranged from 10 to 15 min.

Data analysis

A descriptive statistical analysis of the participants’ study variables was conducted. Reliability was determined using Cronbach’s Alpha coefficient (α) and Guttman split-half coefficients (λ2) for both sub-scales (self-confidence and anxiety) and their respective dimensions (D1, D2, D3). Cronbach’s provides a measure of item internal consistency, while Guttman split-half coefficient assesses the extent to which observed response patterns align with those expected from a perfect scale [ 29 ]. Item correspondence was reviewed by repeating the exploratory factor analysis (EFA) using the extraction and rotation methods outlined by the tool’s creator [ 14 , 21 ]. Factor validity was confirmed through confirmatory factor analysis (CFA), where a value ≥ 0.9 of the fit indices (comparative fit index (CFI), Tucker-Lewis Index (TLI), Bentler-Bonett Non-normed Fit Index (NNFI), and Bollen’s Incremental Fit Index (IFI) indicate reasonable fit [ 30 ]. The root mean square error of approximation (RMSEA) and the unweighted least square (ULS) estimator was used Likert ordinal data [ 31 ]. Sample adequacy was also reviewed using Kaiser-Meyer-Olkin (KMO), Bartlett’s sphericity test, and average variance extracted (AVE).

Normality tests for self-confidence and anxiety data distribution ( N  = 301) were performed using Kolmogorov-Smirnov test (K-S = 0.043 and 0.41; p  >.05) and multivariable normality (Shapiro-Wilk = 0.993 and 994; p  >.05). The results indicated that all dimensions followed a normal distribution. Consequently, parametric tests such as Pearson’s correlation coefficient (r) and group comparison tests (t-Student) were employed. To analyze differences in self-confidence and anxiety among students by academic year (1st, 2nd, 3rd, 4th), the following tests were conducted: analysis of variance (ANOVA) tests, homogeneity of variance tests, and Levene’s test applying Tukey’s post hoc correction to p -values for combined groups correction for combined groups. Effect sizes were determined using Cohen’s d for t-student tests and eta-squared (η²) for ANOVA tests.

Data were analyzed using IBM SPSS Statistics 24 and JASP 0.18.1. A significance level was set at p  <.05 for all analyses.

The results are presented in 4 sections: (1) Descriptive data of the participants, (2) Psychometric validation study of the NASC-CDM© questionnaire in Spanish (NASC-CDM-S©), (3) Comparative analysis of self-confidence and anxiety in decision making by academic year, and (4) The impact of students’ work experience on their decision-making processes.

Descriptive data of the participants

The nursing study involved 301 participants, mostly women who entered through high school. The sample comprised students from the 1st year of the degree (28.57%, with an average age of 20.43 years), 2nd year (38.54%, with an average age of 21.10 years), 3rd year (3.29%, with an average age of 23.90 years), and 4th year (19.60%, with an average age of 22.92 years). Nearly 2/3 of the participants entered the nursing program from secondary school, and just over 50% had work experience in healthcare. See Table  1 for Sample Characteristics.

Psychometric validation study of the NASC-CDM© questionnaire in Spanish

The set of items showed high internal consistency reliability in both sub-scales. In self-confidence, Cronbach’s α = 0.920, and Guttman’s λ2 = 0.923 (M = 111.32, SD = 17.07) and in anxiety the values were α = 0.940 and λ2 = 0.942 (M = 80.44, SD = 21.67). The KMO adequacy measure was 0.921 for self-confidence and 0.946 for anxiety, and Bartlett’s sphericity was highly significant, resulting in a p -value not exceeding 0.05, indicating a significantly different item correlation matrix (self-confidence χ2 = 4250.632, p  <.001; anxiety χ2 = 5612.051, p  <.001). In addition, the average variance extracted (AVE) index exceeded 0.50, confirming the suitability of the original variables in both sub-scales for structure detection.

To confirm the validity of the factors, agreement of item alignment with the dimensions of the original tool was first examined through EFA (factor loading > 0.4), followed by a confirmatory analysis of the entire scale using CFA. Repeating the EFA, as conducted by White (2011) using alpha factoring extraction and Promax rotation with 3 factors (no eigenvalue), the total variance explained in both scales was 48.30% in self-confidence and 55.30% in anxiety, with an average of 51.80%. The agreement between the items in the resulting factor structure matrix from the EFA and the original matrix were very similar for the anxiety sub-scale (89.90%) but only moderately similar for the self-confidence sub-scale (59.30%), where items did not fall within the same dimensions.

Given the low result, a CFA was conducted based on the dimensions proposed by White (2011). The goodness-of-fit indicators of the model were: (CFI, IFI = 0.981, TLI, NNFI = 0.979, and RMSEA = 0.052) for self-confidence and (CFI, TLI, NNFI, IFI = 0.997 and RMSEA = 0.024) for anxiety. This indicates that the three-factor model retains the description with the original items.

Table  2 shows the estimated factor loadings by dimension and item, illustrating the robust composition of the dimensions with no item elimination. Although items Q5, Q27 and Q11 had factor loadings below 0.60, their KMO values were ≥ 0.80, indicating adequate sampling.

Highly significant correlations were found regarding criterion validity and relevance ( p  <.001). Correlations within the dimensions within the same scale (D1, D2, D3) were positive, whereas the paired correlations between self-confidence and anxiety were inversely correlated, as increased confidence was associated with decreased anxiety: (D1 r  = −.500), (D2 r  = −.500) and (D3 r  = −.532).

Comparative analysis of self-confidence and anxiety in decision making by academic year

The overall results for self-confidence and anxiety by academic year indicated that students significantly and gradually increased their self-confidence ( p  =.049) as they progressed from the 1st year (M = 108.22, SD = 14.96) to the 4th year (M = 115.54, SD = 16.28). However, anxiety was higher in the 1st year (M = 81.71, SD = 18.90) and increased in the 3rd year (M = 86.32, SD = 26.38) (Table  3 ).

Table  4 shows statistically significant differences in dimensions D2 and D3 for self-confidence and D3 for anxiety.

Dimension D1 - using resources to collect information and listening carefully

The post hoc Tukey test results indicate no statistically significant differences between academic years in dimension D1 (Table  4 ). Students in higher academic years did not obtain significantly higher self-confidence or lower anxiety scores (Fig.  1 a). The self-confidence means were similar across all 4 groups, while the anxiety mean had varying values. The highest anxiety was observed in the 3rd year (M = 37.67; SD = 14.63), and the lowest was in the 4th year (M = 31.76; SD = 10.82), although the differences were not statistically significant ( p  =.178).

Comparison graphics of different dimensions of different Academic years ( a ) D1. Using resources to collect information and listening carefully: Post Hoc Comparisons Academic year (1st, 2nd, 3rd, 4th) ( b ) D2. Using information to see the big picture: Post Hoc Comparisons Academic year (1st, 2nd, 3rd, 4th). ( c ) D3. Knowing and acting: Post Hoc Comparisons Academic year (1st, 2nd, 3rd, 4th)

Dimension D2 - using information to see the big picture

Students in the higher academic years (3rd and 4th) obtained significantly higher self-confidence scores (M = 28.69; SD = 5.44) compared to the lowest, which is from the 1st year (M = 25.40; SD = 5.33) (Table  4 ; Fig.  1 b). There was a downward trend in anxiety in the later years, but it was not significant. Once again, the highest mean anxiety was observed in the 3rd year (M = 23.42; SD = 6.80) and the lowest in the 4th year (M = 20.44; DS = 6.39).

Dimension D3 - knowing and acting

This is the only dimension where a balance was maintained: self-confidence increased with academic years, while anxiety decreased. Significant differences in self-confidence scores were observed between the 1st year (M = 23.70; SD = 4.85) and the 4th year (M = 27.13; SD = 5.47). At the same time, anxiety significantly decreased between the 1st year (M = 25.93; SD = 5.90) and the 4th year (M = 22.85; SD = 6.36) (Table  4 ; Fig.  1 c).

Effect of students’ work experience on their decision-making processes

A comparative test was conducted between groups based on work experience to identify explanatory variables regarding the extent of self-confidence and anxiety (Table  5 ). Two significant differences were found, indicating that students with work experience, as opposed to students without experience, had higher self-confidence in D2 (M = 27.66, SD = 5.43 vs. M = 26.63, SD = 5.61) and D3 (M = 26.24, SD = 5.52 vs. M = 24.58, SD = 5.10). Meanwhile, the level of anxiety was similar in both groups.

Furthermore, when contrasting individual items, 7 specific items showed significant differences in self-confidence and 2 in anxiety based on students’ work experience (Table  6 ).

Two items belong to D2- Using information to see the big picture, where experienced students exhibited greater self-confidence in detecting important patient information patterns in I1 (M = 4.10 vs. M = 3.98) and experienced less anxiety (M = 2.96 vs. M = 3.30), and simultaneously evaluated their decisions better with patient laboratory results in I7 (M = 4.00 vs. M = 3.67).

The other five items correspond to D3- Knowing and acting, where nursing students with prior nursing experience felt more self-confidence when deciding the best priority alternative for the patient’s problem in I5 (M = 3.53 vs. M = 3.30), more confidence in implementing an intuition-based intervention in I14 (M = 3.95 vs. M = 3.59) with less anxiety (M = 3.38 vs. M = 3.69), more confidence in analyzing the risks associated with interventions I15 (M = 4.10 vs. M = 3.86) a better ability to make autonomous clinical decisions in I17 (M = 3.71 vs. M = 3.42), and to implement a specific intervention in an emergency in I20 (M = 3.79 vs. M = 3.47).

Given the objectives and results of this study, the discussion is subdivided into two sections: (1) Study of the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM©) scale from English to Spanish, and (2) Assessment of self-confidence and anxiety in nursing students.

Study of the nursing anxiety and self-confidence with clinical decision making (NASC-CDM©) tool

The findings of this study highlight the successful adaptation and validation of the NASC-CDM© scale, originally developed by White [ 14 , 21 ], into Spanish (NASC-CDM-S©). This adaptation process demonstrated high reliability in both self-confidence and anxiety scales. The psychometric study conducted confirmed the validity of the three original dimensions. This result was achieved by examining item concordance with the dimensions of the original scale, followed by CFA of the entire scale. This resulted in a total variance exceeding 40% for both scales and across dimensions, confirming construct validity. The Spanish version effectively maintains the three- dimension groupings (D1, D2 and D3), which also preserves the item descriptions. Consequently, the obtained results align closely with White’s original study [ 14 ] and the Turkish version [ 24 ]. Regarding the loading factor, only one item, I5, “Make a decision on the ‘best’ prioritized alternative for the user’s problem,” had a loading value below 0.30 [ 32 ]. While its factor loading was 0.23 and exhibited a low correlation with the other items ( r  =.22), its KMO ratio was ≥ 0.80, suggesting potential influence by underlying factors such as age or work experience. Therefore, the decision was made to retain it. However, these findings were not replicated in the translation of the NASC-CDM into Korean (KNASC-CDM) (KNASC-CDM) [ 22 ]. The Korean version comprises 23 items grouped into 4 groupings: (i) Listening fully and using resources to gather information; (ii) Using information to see the big picture; (iii) Knowing and acting; and (iv) Seeking information from clinical instructors.

The observed correlations between the dimensions of self-confidence and anxiety provide valuable and interesting insight. The results indicate an inverse relationship between the two, suggesting that strengthening self-confidence can have a positive impact on reducing anxiety. This aspect was corroborated by the original study by White [ 21 ] and Bektas et al. [ 13 ], demonstrating that metacognitive awareness increases nursing students’ self-confidence in clinical decision-making and reduces anxiety.

Furthermore, it is worth noting that the NASC-CDM© scale has been employed in numerous research studies related to nursing education. Therefore, its potential for educational purposes in both academic and clinical settings as a scale for measuring the enhancement of clinical decision-making skills is acknowledged. Several studies [ 33 , 34 , 35 ] suggest the effectiveness of in-person or virtual simulation in enhancing skills related to self-confidence in clinical decision-making, situational awareness, and communication effectiveness among students. Comparing the outcomes of this study with others utilizing the NASC-CDM© scale to gauge self-confidence and anxiety [ 33 , 36 ], it was noted that self-confidence levels increase with diverse teaching strategies, while anxiety levels are not negatively impacted. Overall, these findings underscore the importance of the NASC-CDM© scale in assessing students’ readiness for decision-making, highlighting the necessity to address emotional factors such as anxiety and the need to bolster self-confidence to enhance the education and preparation of future nursing professionals for challenging clinical scenarios.

Assessment of self-confidence and anxiety in nursing students

The results of the comparative study among nursing students across different academic years reveal an intriguing dynamic between self-confidence and anxiety throughout their academic progression. While self-confidence increases as students advance through their courses due to the acquisition of knowledge and skills, anxiety shows variations over time. Regarding confidence perception, some authors [ 37 ] claim that confident students learn better and that this self-confidence increases with experience, leading to improved knowledge [ 13 ].

One factor that might explain the difference in anxiety levels is that in the initial academic years (first and second), clinical practices are conducted in a more guided and supervised manner. In the third, and especially in the fourth year, clinical practices increase in terms of hours and complexity, requiring students to take on more responsibility and autonomy. This factor might account for the higher levels of anxiety in the third year, when students begin to engage in more autonomous practices and specialized units [ 38 , 39 ]. This stage could induce anxiety due to the increased responsibility and potential consequences in patient care. In other words, even though students become more secure in their skills, they may also experience anxiety due to the weight of their clinical practice decisions in the knowledge that they will soon be certified professional nurses caring for patients. This duality is understandable in a context where decision-making has direct implications for patient health and the potential consequences of their actions in patient care. However, this situation is rectified in the fourth or final year, when anxiety decreases, and self-confidence increases. Clinical experience helps students develop skills and self-confidence, which, in turn, reduces anxiety [ 15 , 40 ]. Just as in the case of nurses, the benefits of experience in decision-making are evident in students [ 3 ]. However, some researchers [ 41 ] emphasize the need to reinforce training in aspects such as situational awareness and cognitive apprenticeship to develop decision-making skills in senior students. There is evidence linking emotion and cognition to clinical decision-making [ 42 ].

Results from this study allow for a more detailed analysis by dimensions (D1, D2, D3) across academic years. Dimension 1 - Using resources to gather information and listening fully (D1) is the only dimension that does not show significant differences by year in either self-confidence or anxiety. This dimension includes fundamental aspects of assessment and information gathering (verbal and non-verbal communication, the ability to review the literature, and information provided by others, among others) [ 14 ]. In Dimension 2 - Using information to see the big picture (D2), self-confidence significantly increases, and anxiety decreases, although the latter is not statistically significant. This dimension encompasses aspects related to interpreting information to identify the patient’s actual problem, filtering out irrelevant information, and applying knowledge to the detected problem [ 14 ]. Finally, Dimension 2 - Knowing and acting (D3) - is the only dimension that behaves as hypothesized, with increasing self-confidence and decreasing anxiety. This dimension includes aspects related to training in addressing the problem and detecting the repercussions of the interventions performed, as well as the student’s autonomous ability to address the detected problem [ 14 ].

The results indicate that although students demonstrate skills in applying knowledge and performing interventions (D2 and D3), there appears to be a lack of training proficiency in the comprehensive assessment of the patient as an individual with specific needs (D1). This shortcoming is likely caused by various factors, including lack of experience, inadequate training skills, and the complexity of the assessment process. Understanding the patient is a complex task, as nurses must consider not only physiological indicators. Therefore, this requires time and experience [ 3 ] This implies that students tend to focus more on pathology and standardized care rather than on the patient as a unique individual with specific needs and characteristics.

In contrast, in the case of nurses, when patients do not align with their prior experience, nurses are more motivated to assess the patient and facilitate decision making [ 3 ]. The need for a proper and personalized patient assessment emerges as a crucial point for improvement in the education of nursing students [ 43 ]. Therefore, an educational intervention focused on strengthening the skill of patient assessment throughout the nursing degree program could favor the development of nursing students as future professionals. Such an intervention could include the implementation of more effective assessment tools and the promotion of careful observation of all aspects of the patient. It should extend beyond nursing-specific procedures involving the development of cognitive skills [ 44 ]. Importantly, it should be implemented not only in the academic context but also in the clinical setting. Given that education alone is not an ideal measure [ 3 ], this clinical involvement is essential based on patient-centered health care ( [ 45 ].

Finally, in relation to students with work experience, those who work as nursing assistants during their nursing education exhibit more self-confidence and less anxiety in various items: seeing patterns in patient information (I1) and implementing interventions based on gut feeling or intuition (I14). They also demonstrate higher self-confidence when making a decision about the ‘best’ priority decision option for the patient’s problem (I5), evaluating whether their clinical decision improved the patient’s laboratory results (I7), analyzing the risks of the interventions (I15), making independent clinical decisions to solve the patient’s problem (I17), and implementing a specific intervention in case of an urgent problem (I20). It can be affirmed that experienced students show more self-confidence in having a holistic view of the patient (D2) and in their knowledge and patient-related actions (D3). Other studies [ 46 ] detail the benefits of work experience in emotional control and stress reduction among students. Moreover, students’ prior work experience contributes to decision making, as it provides them with a more realistic understanding of the role and responsibilities of the nursing profession [ 47 ].

Limitations

Due to its cross-sectional design, this study prevents the establishment of causal relationships between self-confidence and anxiety. The study sample was limited to a specific group of students from a single Spanish-speaking university. Similar to the study by Bektas [ 24 ] only voluntary students participated in this study. It is pertinent to acknowledge potential biases in interpreting differences by academic year, as the sample is disproportional in one of the strata (with 9% margin of error), attributed to the absence of third-year students engaged in mobility programs and clinical practices. Moreover, the present study did not evaluate organizational and nursing practice factors, which could explore nursing students’ perceptions regarding clinical decision-making. Finally, even though the availability of the SNASC-CDM will facilitate its use in other Spanish-speaking countries, it is advisable to conduct specific studies to ensure its validity in a cultural context different from Spain.

Implications for nursing education

Nursing degree programs should prioritize the development of students’ self-confidence and the management of their anxiety. This could involve implementing educational interventions, including clinical simulation and reflective teaching that incorporate elements of metacognition. Collaboration across different subjects is essential to foster the integration of skills and knowledge. It is also vital that nursing programs provide students with opportunities to develop their clinical and communication skills. This will help students feel more secure in their abilities and reduce anxiety in challenging clinical settings.

The findings of this study suggest that nursing students face challenges in assessing patients, which can be attributed to various factors, including lack of time, insufficient training, and limited experience. To address this issue, an educational intervention is proposed for nursing students. This intervention would focus on conducting a comprehensive and holistic patient assessment with the support of practicing nurses and involving the patients themselves in identifying problems and needs. Such an intervention should include discussing the significance of considering the patient’s physical, emotional, spiritual, and social needs. It should also emphasize the importance of building a trusting relationship with the patient.

Conclusions

The Spanish version of the NASC-CDM (NASC-CDM-S©) allows for the identification of self-confidence and anxiety in clinical decision-making in Spanish-speaking nursing students. Moreover, it retains the same structure as the original English version. The availability of the NASC-CDM-S© will facilitate its use in other Spanish-speaking countries, thus enhancing the education and preparation of future nursing professionals in clinical situations.

Self-confidence increases as students progress through their academic years due to knowledge and skills acquisition, while anxiety shows variations over time. Specifically, anxiety tends to increase in the third year, when students transition to more autonomous practices and specialized health care units. However, diverse perceptions are identified depending on the dimension. The only dimension that achieves a positive balance in self-confidence and anxiety is D3 (Knowing and acting). Nevertheless, the findings reveal deficiencies in D1 ( Using resources to gather information and listening fully) regarding assessing and detecting problems.

Students with prior work experience show improved self-confidence in D2 and D3, but the level of anxiety does not differ between students with and without work experience. Therefore, targeted interventions addressing emotional and cognitive aspects are needed to enhance clinical decision-making and provide better patient care. Considering these aspects, future lines of research could explore the impact of teaching interventions, as well as conduct further studies on the NASC-CDM-S©, validating it in different Spanish-speaking countries, and applying it in clinical settings with healthcare professionals.

Data availability

No datasets were generated or analysed during the current study.

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The authors wish to acknowledge the students and experts who assisted us in the validation process. We also wish to acknowledge the translator of this article, Mark Lodge.

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Conceptualization: D.M and J.R.; methodology: D.M, T.C, M J-H. and J.R.; software: W. C-H. and J.R.; validation: J.R.; formal analysis: W. C-H, A T-R, J.R. and A.B; resources: J.R and D.M; data curation: W.C-H., AT-R. and J.R.; writing—original draft preparation: DM, TC, WK, AB, A T-R, J.R.; writing—review and editing: D.M., T.C., K.W., W. C-H. and J.R. and supervision: M. J-H. and J.R. All authors have read and agreed to the published version of the manuscript.

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This study received authorization from the Research Commission of the Faculty of Nursing and Physiotherapy (FIF) of the University of Lleida (UdL). It was approved by the Research and Transfer Ethics Committee (CERT) of the University of Lleida (nº CERT13_31052023) and the data protection officer of the UdL Data Protection Delegate. Data were collected anonymously. Participants were duly informed about the study, and their written consent was obtained before they completed the questionnaire. Participation was voluntary, and the lead researcher of the study securely held the data. Students were informed that their participation or non-participation would have no impact on the course grade or standing at the university. The study conformed to the standards of the Declaration of Helsinki, the Spanish Biomedical Research Act 14/2007 and data processing was covered by EU Regulation 2016/679.

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Medel, D., Cemeli, T., White, K. et al. Clinical decision making: validation of the nursing anxiety and self-confidence with clinical decision making scale (NASC-CDM ©) into Spanish and comparative cross-sectional study in nursing students. BMC Nurs 23 , 265 (2024). https://doi.org/10.1186/s12912-024-01917-w

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DOI : https://doi.org/10.1186/s12912-024-01917-w

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