assessment

Do the assessment attach below

• Read each item on the self-assessment and reflect on your current level of proficiency. Mark your current level as a 0, 1, 2, or 3.
• Part of effective self-assessment is the ability to explain why you assessed your skills the way that you did. So, the next step is to write a short narrative (3–4 sentences) for each item, explaining the evidence that supports your selection of your proficiency level.
• Move to the Learning Goals Proposal section of the template. The headings for each part of this section are already there for you, along with prompts to help you craft each section. These sections include:
  • Describe the main strengths that emerged from your self-assessment of the course knowledge and skills.
  • Describe opportunities for growth that emerged from the self-assessment.
  • Identify 3 goal statements for learning during this course. Each goal statement should be observable and measurable, so that you can determine the extent of your improvement later on.
  • Create a brief action plan. Explain what observable actions you will take to address each of your goals throughout the course.

Discussion 2

Situating yourself within diversity characteristics

In preparation for this discussion, you completed the Diversity Worksheet, including your own characteristics and what your “position” within those characteristics implies for your work. Based on what you learned about diversity in this unit and your own work in the Diversity Worksheet, address these prompts:

• Think about the individuals you teach. In general, how similarly do you think your diversity characteristics compare to them collectively (as a class)? Based on what you have learned about diversity, how do you think those similarities or differences affect the work you do?
• Suppose you asked your students to complete the middle column, How You Identify Yourself in Relation to Each Group. Can you think of one or more individuals you teach who would have significantly different answers than you? How do you think that impacts your interactions with them? How do you think they view those differences?
  • This discussion asks you to form some opinions based on your knowledge of your students. It does not ask you to actually have your students complete the worksheet. If you work with very young students or with students who for any other reason might not be able to complete the middle column, base your opinions on what information you have about your students. If you do not think you have enough information to do so, ask your instructor for guidance.
• Reflect on how you completed the two columns in the template. What “big ideas” or “aha” moments did you have related to how your own diversity characteristics apply to your work?