EDLD 5318 Self-Assessment Reflection

Self-Assessment Score: 90/100
 

Base Group Members:
We were not assigned to groups in this course. As a result, I focused on interacting with individuals that I have had little communication with in previous courses, such as:

• Erich Wimberly

• Daniel Alcantar

• Erica Brown

• Ana Gamez

• Audrey Harrison

Assignment 1: INSTRUCTIONAL DESIGN ASSIGNMENT
Assignment 2: IMPLEMENTATION OVERVIEW ASSIGNMENT
Assignment 3: USABILITY TESTING AND REFLECTION ASSIGNMENT
Assignment 4: CONTRIBUTION TO MY LEARNING ASSIGNMENT (see below)

          For my EDLD 5318 contribution to learning and the learning community, I am assigning myself a score of 90/100. This score reflects that I not only met the key expectations for the course, but I also contributed consistently in every discussion, interacting with students in my base group as well as others.  I completed the required readings, videos, and supporting resources, participated in course activities, and used feedback and reflection to improve my work. More importantly, this score represents my continued growth as a self-directed learner who is learning to assess the quality of my own work in a meaningful and honest way. Fink (2013) argues that students must learn to assess their own work in order to become powerful performers and self-directed learners. This course pushed me to practice that kind of self-assessment by examining not only whether I completed assignments, but also how intentionally I contributed to my own learning and to the learning of others.

          One area that worked well for me was my active engagement with my base group. I consistently collaborated with the individuals named above as well as others through course discussions, peer review, and informal check-ins. I contributed to the group by sharing resources, asking clarifying questions, offering feedback/feedforward, and responding to the work of my peers in ways that were intended to help them strengthen their thinking and refine their assignments. Rather than simply offering praise, I tried to provide specific comments connected to clarity, alignment, audience, implementation, and evidence. This helped me become more intentional in my own revisions as well because reviewing the work of others often revealed areas where I could improve my own work.

          I also believe I demonstrated strong ownership of my learning by completing all course readings, videos, and supporting resources and by connecting them to my assignments and discussion posts. The course emphasis on self-directed learning, authentic learning, collaboration, and assessment for and as learning helped me think more deeply about my role as both a learner and a contributor to a learning community. I made an effort to post in a timely manner so that my classmates had the opportunity to respond, and I participated in discussions with the goal of moving the conversation forward rather than only meeting a requirement. When research was appropriate, I supported my thinking with scholarly or professional sources and used APA formatting to strengthen the academic quality of my posts and assignments.

          Revision was another important part of my learning process in EDLD 5318. I revised assignments based on instructor guidance, peer feedback, and my own reflection. These revisions were not just surface-level edits; they helped me improve the organization, clarity, and alignment of my work. In particular, I became more aware of the importance of making my ideas visible to an authentic audience through my ePortfolio. The revision process helped me better understand assessment as learning because I had to evaluate the quality of my own work, identify gaps, and make intentional improvements. This process reflects the learner’s mindset because it positions feedback as part of growth rather than as a final judgment.

          In terms of leadership, I contributed to my base group and the larger course community by being dependable, responsive, and willing to initiate conversation when needed. I helped support collaboration by responding to peers, sharing reminders, participating in group conversations, and encouraging others to refine their ideas. I recognize that leadership in a learning community is not limited to formal roles. It also includes consistency, encouragement, accountability, and the willingness to help create a space where others feel comfortable sharing unfinished thinking. I believe I contributed in those ways throughout the course.

          At the same time, I also recognize areas where I can continue to grow. While I met deadlines and participated consistently, I can improve by offering peer feedback even earlier in the process so my classmates have more time to use it before final submission. I can also continue strengthening the depth of my discussion responses by integrating more research and making stronger connections between theory, practice, and my innovation work. Finally, I want to be more systematic in documenting feedback, revisions, and reflections on my ePortfolio so that my learning process is easier for others to see in the future.

          Overall, I believe a score of 90/100 is justified because I met all key contributions and supporting contributions for the 90–100 range. I completed the course resources and activities, met deadlines, contributed to my base group, provided feedback/feedforward, revised my assignments, participated in forums, and supported my own learning and the learning of my colleagues. I am not assigning myself a perfect score because I still see room for growth in the timing, depth, and documentation of my contributions. However, I believe my work reflects a high level of engagement, responsibility, collaboration, and self-assessment consistent with the expectations for this assignment.
 

Reference

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing
          college courses. Jossey-Bass.