Self-evaluation

Self-evaluation was done in the span of 1 year. The first self-assessment was made in September 2015, the second in December 2015, the third in October 2016. This self-evaluation reflects the latest, third, self-evaluation completed at the beginning of October 2016.

Current October 2016 self-evaluation using the ibstpi competencies and standards list (*.pdf)
Previous self-evaluations (2015) using the ibstpi competencies and standards list (*.pdf)

teaching-and-learning-competencies

New vision for teaching and learning. (Source: The Learning accelerator)

Changes in self-evaluation over 1 year

The self-evaluation form consists of 5 domains, 22 competencies, and 104 performance statements that describe knowledge, skills, and attitudes that are needed to perform a job of an instructional designer. The first self-evaluation was done on September 21, 2015, the second on December 05, 2015. Between the three months of the first semester there was only one change from 1 to 2 (low to medium) in the self-evaluation for 2b: “Explain key concepts and principles related to instructional design.” A year later, there were 51 changes in all possible ways: improvement (28 statements), swing back (10), and even “disappearance” of a skill from low to not applicable (13).

Most improvements concern the domain of professional foundations (13) and management (9). The latter can be explained by having an intensive course on Project Management (PM), where we had to design a PM plan for converting chemistry classes to online at a university. The group project touched down all performance statements for competencies 21-22. As for professional foundations, I read much more materials about the discipline, made more projects, and took additional 6 classes that added up to a holistic understanding of instructional systems design. The boost in knowledge and some practical applications (course projects, master class in Belarus in June 2016, internship in the assessment team of Syracuse University, and a practicum under Tiffany Koszalka) account for the reconsiderations of the points I’ve made.

I attribute most downgrades and “disappearance” of skills to an increased knowledge of instructional design through IDD&E courses at SU as well as individual work. Likewise, I attribute such reversing changes to my increased expectations of what instructional some competencies and performance statements really mean: not on paper in the book, but it the actual work of an instructional designer. Most of such downgrades regard the domain of planning and analysis (8a, 8b, 8c, 8e, 9a), the whole competency #20 (“Apply business skills to managing the instructional design function”), some statements in competency #19 (19e, 19f, 19g), and some in professional foundations (3c, 4b, 5a, 5d, 5e).

Hence, the major conclusion is quite philosophical: The more I know, the less I know. I have to admit, though, that my level of confidence in doing instructional design has significantly grown. The oh-so-necessary processing time allowed my brain to forget the useless and better structure the useful. There was only 1 change in the span of 3 months, but there were more than 50 after a year since the first self-evaluation. One year seems to be a perfect time gap to distance oneself from oneself and reflect on one’s own competencies.

I am convinced self-evaluation is a very useful torch that demonstrates strengths and improvements as well as highlights professional weaknesses. If done once every year, it allows us to see what specific areas we have paid most attention to and what areas have remained untouched or even downgraded or altogether disappeared. The self-evaluation form is very flexible, as is demonstrated through my own self-reflection, which I largely attribute to a change in my own perception of what the performance statement really talks about.

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