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Framework for Self Assessment

Student Assessment-as-Learning at Alverno College

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Since 1973, we have been refining our understanding of self assessment from data in your research studies and thorough reflection on our practice.

One result of our study is a developmental framework that we have articulated to guide our students and ourselves in recognizing and seeking to develop increasingly refined self assessment. We have identified four components of skills inherent in self assessment:

  • observing
  • interpreting/analyzing
  • judging
  • planning

Within our framework, we have also distinguished beginning, intermediate, and advanced levels of self assessment ability. We have learned that a student might show proficiency in some components at a beginning level, some at an intermediate, and some at an advanced one.

The following is a simplified version of our framework with excerpts that illustrate selected characteristics of all components at the beginning level of proficiency and one (judging) across all levels.

Development of Self Assessment


Beginning Proficiency

Intermediate Proficiency

Advanced Proficiency

Reports own behavior in the performance

Identifies patterns of strengths and weaknesses in performance
Connects criteria and performance
Makes sense of the set of criteria as a whole in relation to own judgment of performance

Self monitors and adjusts ongoing actions or plans accordingly

Identifies aspects of approach to learning to maintain and aspects to develop further


For more in-depth presentation of our developmental framework, refer to Loacker, 2000 (Resources)

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Comments or Questions? Contact Jeana Abromeit
All materials copyrighted Alverno College 2001
Last Updated 10/19/06