Comprehension is a vital element of any learning and, therefore, must continually be assessed. Self-assessment can differ in form, purpose, content, but it is always aimed at determining the understanding of the material. Self-control is one of the elements of self-esteem, and self-efficacy is its consequence; a strong connection between them has been proven more than once in the scientific literature (Panadero et al., 2017). The complexity of this issue lies in choosing the right strategy, which will have the necessary motivation mechanisms, ease of accounting, and other components of various methods. As a rule, they are used in the field of education, in educational institutions to instill among students a sense of responsibility, self-control, and critical thinking.In only 3 hours we’ll deliver a custom Self-Assessment Strategies and Techniques essay written 100% from scratch Get help
Standard self-assessment methods and strategies include journals and diaries that record new knowledge; progress cards showing skill development; checklists and questionnaires; collecting a portfolio and setting and prioritizing goals. Among the main determinants of the quality of self-esteem, scientists identify motivation, concentration, anxiety, the ability to process information, and time management (Sera & McPherson, 2019). A deep analysis of this issue affects not only the field of education but also psychology, sociology, and related fields. As mentioned above, for persons to evaluate themselves, they must, first of all, understand themselves. In this paper, using my example, I conduct a self-assessment using well-known methods to define professional identity further and develop an internship promotion plan.
I self-esteemed my skills and abilities to study new material, assimilate it, formulate further information for myself in the key of telling someone, and also critically analyze it. First, I chose a topic that I was interested in diving into – history and philosophy of science. Secondly, I studied a small number of sources on the selected, quite extensive within the discipline, the topic of positivism and post-positivism. As a method, I created a progress card for myself, where I wrote out all the critical issues that need to be touched on in this work, found thematic questionnaires and quizzes on this topic, and also started a diary where I wrote down not only the fact of the material covered, but also all the difficulties, successes observed in self-control. With the help of versatile skills, I hoped to get a different perspective on my achievements so that it would be easier for me to understand which determinants of quality I need to work on and which ones develop better than others.
Progress cards contributed to my motivation and desire to fill out all the checkboxes as soon as possible. Knowing that the feeling of unfulfilled business will not give me peace, the idea to use such a technique turned out to be successful. I assessed the ability to process information with the help of a diary, where I wrote down all the difficulties of assimilating the material and when retelling new information to myself. Critically evaluating my retelling, I understood the quality and effectiveness of incorporating new information, repeating this technique until I would not be ashamed to present the information as a lecture to students. Understanding my time management did not come to me immediately because I had never followed my activities so carefully. I began to estimate the amount of new material that I can learn per day without harming my energy and began to look more soberly at the techniques of self-esteem and self-control since I did not attach much importance to them before. Overall, over the first week, I became much better at evaluating and understanding myself in the context of learning, developing critical thinking and self-control to increase self-efficacy. Now, not so carefully, but still, when studying any new topic, either at the university or in my free time, I try to carry out at least one of the techniques of self-control of learning and, as a rule, this is my retelling.
The professional identity of a consultant, in my opinion, is formed under the influence of teachers, mentors, and colleagues who create the foundation of decision-making methods, ways of thinking, and specific experiences. The consultant is a conduit between the client’s problems and the knowledge that he possesses. His professional identity is also determined by the area in which he practices. In the context of self-esteem, it is imperative to understand and recognize your professional identity to clearly understand the goals of your activities, motives, and role in the service market.
Consulting skills are developed due to the correct assimilation of new information and the ability to present this information correctly and clearly to a potential client. Effective communication creates the process of communication between two competent people, but a predisposition to critical thinking and self-esteem allows you to constantly keep your intellectual activity in good shape and hone your speech. Self-care is proactive to avoid conflict situations and loss of control over emotions. However, applying self-assessment methods at home, not in the field, provides a better understanding of one’s own psychological triggers and abilities. In my opinion, the infrequent but regular practice of assimilating new information and self-esteem, which I have tried on myself, will help develop the two most essential elements of effective self-care: patience and practice. In the profession of a consultant, which requires constant training, these are irreplaceable qualities.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98.Academic experts
available We will write a custom Employee Management essay specifically for you for only $16.00 $11/page Learn more
Sera, L., & McPherson, M. L. (2019). Effect of a study skills course on student self-assessment of learning skills and strategies. Currents in Pharmacy Teaching and Learning, 11(7), 664-668.