One way to facilitate autonomy building is to facilitate a process of
self-assessment and evaluation. The process of assessing our own needs and
goals is an opportunity to take possession of our development. When we are
encouraged to decide what we want to learn and how we want to challenge
ourselves, we have the opportunity to develop a directorial and self-affirming
stance toward our own lives. And when we learn to how make our own choices, we
become less dependent upon external authority figures.
This self-assessment of goals achieved has two purposes (in order of decreasing
The goals are divided into two sets:
- Stock-taking to inform your future work; and
- To provide insight for the instructor and for other interested parties.
I. "My Report Shows That..."; and
First, you should describe for each goal
II. Developing as a reflective practitioner, including taking initiative in or
a) something that reflects what you have achieved well related to this goal,
(Even though you may have many examples for some items, one is enough. Write
neatly or ask for the items by email so you can type your responses.)
b) something you have struggled with/ need more help on/ want to work further
After you have written something for all the items, mark in the left margin
beside each goal either
** [= "fulfilled very well"],
Make a copy for me. If there are big discrepancies between my assessment and
yours, we should discuss the discrepancies and try to come to a shared
agreement about them.
OK [= "did a reasonable job, but room for more development"], or
-> [= "to be honest, this still needs serious attention"]
I. "MY REPORT SHOWS THAT..." (goals of the ten phases of research and
A. I can convey who I want to influence/affect concerning what (Subject,
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND
B. I know what others have done before, either in the form of writing or
action, that informs and connects with my project, and I know what others are
C. I have teased out my vision, so as to expand my view of issues associated
with the project, expose possible new directions, clarify direction/scope
within the larger set of issues, and decide the most important direction.
D. I have identified the premises and propositions that my project depends on,
and can state counter-propositions. I have taken stock of the thinking and
research I need to do to counter those counter-propositions or to revise my own
E. I have clear objectives with respect to product, both written and practice,
and process, including personal development as a reflective practitioner. I
have arranged my work in a sequence (with realistic deadlines) to realize these
F. I have gained direct information, models, and experience not readily
available from other sources.
G. I have clarified the overall progression or argument underlying my research
and the written reports.
H. My writing and other products Grab the attention of the readers/audience,
Orient them, move them along in Steps, so they appreciate the Position I've led
I. I have facilitated new avenues of classroom, workplace, and public
J. To feed into my future learning and other work, I have taken stock of what
has been working well and what needs changing.
1. I have integrated knowledge and perspectives from CCT and other courses into
my own inquiry and engagement in social and/or educational change.
2. I have also integrated into my own inquiry and engagement the processes,
experiences, and struggles of previous courses.
3. I have developed efficient ways to organize my time, research materials,
computer access, bibliographies...
4. I have experimented with new tools and experiences, even if not every one
became part of my toolkit as a learner, teacher/facilitator of others, and
5. I have paid attention to the emotional dimensions of undertaking my own
project but have found ways to clear away distractions from other sources
(present & past) and not get blocked, turning apparent obstacles into
opportunities to move into unfamiliar or uncomfortable territory.
6. I have developed peer and other horizontal relationships. I have sought
support and advice from peers, and have given support and advice to them when
7. I have taken the lead, not dragged my feet, in dialogue with my instructor
and other readers. I didn't wait for the them to tell me how to solve an
expository problem, what must be read and covered in the literature, or what
was meant by some comment I didn't understand. I didn't put off giving my
writing to my instructor and other readers or avoid talking to them because I
thought that they didn't see things the same way as I do.
8. I have revised seriously, which involved responding to the comments of
others. I came to see this not as bowing down to the views of others, but
taking them in and working them into my own reflective inquiry until I could
convey more powerfully to others what I'm about (which may have changed as a
result of the reflective inquiry).
9. I have inquired and negotiated about formal standards, but gone on to
develop and internalize my own criteria for doing work--criteria other than
jumping through hoops set by the instructor so I get a good grade.
10. I have approached this course as a work-in-progress. Instead of harboring
criticisms to submit after the fact, I have found opportunities to affirm what
is working well and suggest directions for further development.