Self-Assessment, Reflection, and Strategy

for Academic Success

Self-assessment can be challenging. Reflection is even more challenging, particularly in written form. Well, I suppose it's not that challenging to undertake the actual reflection. The challenging bit is not to come across as a pompous, self-centered egotist while "reflecting" and "assessing" in writing about your, or in this case my, self. Anne Morrow Lindbergh (1941) pulled it off nicely in A Gift From The Sea. Few of us, however, write like Anne Morrow Lindbergh. Consider yourself forewarned.

The purpose behind this particular assessment and reflection is to understand and develop a strategy to address issues which might arise as I begin an 18-month master's degree program in elementary education. The initial step in this brief reflection process was to assess my personal "learning styles," accomplished through an on-line internet search resulting in three potentially useful learning styles assessment tests.
Solomon & Felder's (n.d.) Index of Learning Styles assessment pegs me pretty much right down the middle on most of their four either/or scales. There are two ways of interpreting these results -- results which are at odds, I might add, with the results of the ldpride.net (n.d.) Learning Styles and Multiple Intelligence assessment. The Solomon & Felder results indicate that either I am 1) well-balanced among the various learning styles, with no clear-cut preferences; or, 2) I am as dumb as a sack of rocks, completely unable to acquire or process knowledge no matter how it is presented. While Solomon & Felder rank my learning style as very nominally "verbal" over "visual," the ldpride.net survey indicates a strong "visual" over "auditory" (43% vs. 25%) result. Contrasting the above is a third assessment, the Memletics Learning Style Inventory (2003) graphical representation, which indicates I demonstrate a high learning preference in both "visual" and "verbal" areas.

A significant problem among the various Learning Styles Inventory assessments is a failure to uniformly define terminology. Some tests equate "verbal" preferences with "auditory," or spoken word, while others relate "verbal" to "visual," referring to the printed word. Another shortcoming is a definite "either/or" bias in assigning learning styles. The simplistic ldpride.net (n.d.) assessment is the most obvious example, rating only three areas, with a combined "maximum score" of 100%. Solomon & Felder (n.d.) offer four sliding scales ranking preferences among four pairs of "opposing" preferences. A score near the center of each scale is interpreted to indicate balance between the two learning styles indicated on that particular scale, but offers no comparison among the four separate scales or eight separate possible learning styles. The Memletics Learning Style Inventory addresses these limitations somewhat better by providing a graphical reference, on a 20-point scale, comparing seven separate learning styles. In addition to achieving "high" scores in the "verbal" and "visual" areas, I also rated strongly as a "solitary" and a "logical" learner.

Of some concern to me is that in three key areas, Social Learning, Physical Learning, and Aural Learning, I am, according to this last assessment test, seriously deficient, operating at a level of interpersonal skill somewhere between that of, according to J. Celko (2001) "a technology geek" and "a sociopath." This characterization is supported by the results of the non-scientific, somewhat tongue-in-cheek on-line Personality Defect Test (n.d.), which assesses my personality type as that of a "spiteful loner," and only a few points shy of Celko's "sociopath."

Hmm. Okay. I guess.

These results, whether simplistic, scientific, or sarcastic, suggest I face considerable "opportunities for growth" -- that's a positive, nurturing, accepting, non-judgmental, pro-active euphemism for "weaknesses," by the way -- as I embark on an educational journey that is designed around and operates almost exclusively on a model of Teamwork and Cooperative Group Projects.

Having reflected upon the various learning styles assessments, my first inclination in strategizing for success in this program was, obviously, to drop out. Each test indicated that my strengths, such as they are, are limited; and my "opportunities for growth," when viewed in light of the educational philosophy of this particular institution, are rather extensive. Solomon & Felder (n.d.), however, in the preface to their Index of Learning Styles, indicate that their particular assessment, at least, "cannot be considered as having been validated," "should not be over-interpreted," and "can be destructive if the student uses the label as justification for a major shift in curriculum or career goals." Hmm, okay, again, I guess; now I'm afraid to drop out!

Besides, I'd have to work cooperatively in a team environment at Taco Bell anyway.

Dr. Wayne Dyer (1980), among various life skills experts, many of whom appear regularly on late-night television, reminds us that "the sky's the limit" when it comes to goal-setting and possibilities. Okay, Dr. Wayne, here I go:

Cool. Looks good, sounds good, and Dr. Dyer's methods (Dyer, 1980) are based on creating balance among opposites. Solomon & Felder's (n.d.) assessment already indicates that I am very largely balanced, at least along each of their four assessment scales. But Solomon & Felder themselves state that their assessment has not been validated. The validity of all such "self-assessment" tools is called into question by Eichinger & Lombardo (2003), whose statistical analysis suggests that most self-assessment scores are over-inflated, often dramatically; and that, further, those who assess themselves more conservatively tend, when scored objectively by third-party observations, to achieve and produce at a higher level than do those who rate their personal skills highly. Finally, on-line learning assessment tests are, by their very nature, subjective. They measure preferences, not necessarily abilities. Having taken three such assessments, I can attest that, yes, I prefer to work alone, I feel more comfortable reading about something new than actually doing something new, and I like multiple-choice exams more than I like group presentations. These assessments don't actually tell me whether I learn better by working within my personal comfort zone. They just tell me that I like it better that way.

Realistically, then, what skill sets do I really need to improve, and where must I focus my energies in order to reach my higher education goals?

I need confidence. Confidence and poise. As the assessments indicate, I strongly prefer working alone. This is not due to a lack of competence, but rather, a deficiency in confidence. Objectively measured, my competence is rather high. I recently scored well above average on the PRAXIS II secondary school science exam. My SAT scores, years ago before they revised the scale, placed me among the top "scholars" in the state. I received two certificates for "outstanding achievement" during my six years in a federal job. Why, then, do I lack confidence? Partly, perhaps, because competence, in my experience, puts people off. Lack of social acceptance leads to a lack of confidence.

In a team setting, in a group setting, or in a workplace setting, members freely use the competency of teammates when it is to their advantage, but quickly become resentful when they perceive the competent members as potential threats to their own positions. While competence may be a virtue when working independently, in a collaborative effort any display of competence must be attenuated to the level of "the least common denominator." Further, I have observed, even so recently as in my current studies, that the self-proclaimed "experts" are often only marginally competent in their fields of expertise. I attribute this observed characteristic to the likelihood that truly competent people have learned to hide their talents in order to find acceptance in their chosen career paths, and in society. The observations of Celko (2001) equating "tech geeks" with "sociopaths", and Eichinger & Lombardo (2003) noting that those who subjectively rate themselves moderately perform, objectively rated, above the norm, seem to support this line of reasoning.

I also need time-management skills. The assessment tests did not measure "proclivity toward procrastination," "susceptibility to Newton's First Law of Motion (a body at rest will remain at rest unless. . .)", "propensity toward distraction," or "laziness." I suspect that I would score rather high in these areas; this is not something of which I am particularly proud, but I feel that such a supposition is realistic.

Finally, and following as a direct result of the previous two requirements, I need to, and shall, complete this course of study, culminating in both a Master's of Elementary Education degree and Teacher Certification by the Hawaii Teacher Standards Board, within the next 18 months. Due to personal shortcomings in both personal confidence and effective time management, my initial Bachelor of Science degree required far too long to complete. I avoided or dropped classes, and even changed majors, if group projects or presentations were involved. I put far more time into reading novels and watching television than I did into my studies. These time-management issues, I am sure, stemmed at least partly from my confidence issues.

Now, however, I am older. Wiser is still open to debate. As Lachman (2001) indicates, a strategy-and-accomplishment review some months down the line might be in order. Other suggestions from Lachman's article, brief and concise as opposed to the numerous books, videos, audiotapes, and personal seminars promoted by Dyer and his late-night cohorts, include "fake it until you make it. If you don't feel poised, act poised until you do," "tackle tasks that challenge you to cope with ambiguity and uncertainty," and "find humor in difficult situations and be willing to laugh at yourself."

Lachman (2001) also suggest finding and imitating role models, that is, individuals who display behaviors you hope to emulate; and simply asking questions. "Talk to people who have what you don't and find out how they got it."

Hochwald (2004) offers similarly straightforward suggestions for time and goal management. Prioritize by "creating daily priority sheets," listing what needs to get done in what order. "Create a floor and a ceiling to your goals," by setting a higher level goal and a base minimum of achievement, and learn to accept results that fall somewhere in between. Hochwald, too, suggests maintaining a sense of humor to remain grounded, keep perspective, and accept mistakes.

During the first class session of my master's program, when we learned that all of our written assignments over the next 18 months are required to be presented in APA standard format, I overheard several students complaining that this would limit their creativity, and that there was no place for humor in APA style documents. I wasn't sure what they meant. APA format is just that, a format. The format should have little, if any, impact on content. Certainly most documents prepared in APA format are devoid of humor, although not of creativity. Creativity should not necessarily be confused with "fluff." Tremendous creativity is required to devise and conduct serious studies or experiments that will stand up to peer review. Significant creativity is required to present results in a clear, concise form that may be easily understood and, if necessary, replicated by other researchers. It is the nature of the serious topics, however, and perhaps the preferences of various scholarly journal editors, that limit the options for humor in APA format documents. Like any other acceptable text submission format, however, APA is perfectly amenable to the inclusion of humor, if the topic at hand warrants such a treatment. I certainly hope that the current topic is so warranted.

A final part of my personal strategy is simple: continually remind myself why I am pursuing this degree. The reasons are straightforward. I want to do it, and others want me to do it.

When I began substitute teaching two years ago, I had an idea that I might enjoy teaching, but I wanted to be sure before undertaking a lengthy and expensive course toward certification. After two years I've come to enjoy the work much more than I initially anticipated. I've also come across something rather surprising to me. The students want me to be a teacher!

I have had intermediate school science students tell me, after I've been in their classroom for one day, that they wish I were their "real teacher, because you explain things so we can understand them." I've seen "D" level students bring their work up to "B" level and better over the course of three weeks, because they felt intimidated or "ashamed" to ask questions of their former instructors. I've been "body-slammed" by fourth graders running up to me shouting, "Mr. D., I forgot to hug you today!" I've had kindergarten and first grade students shyly approach me, smiling, and say, "You're my big sister's teacher!"

I hope, within a couple of years, I can be little sister's teacher, too. To get there, I intend to complete this course of post-graduate study, learning everything I can along the way. Specifically, I'll join the teams, always trying to work with people who have traits I need to develop. I'll complete projects on time by prioritizing my schoolwork, work, and home activities. I'll set goals realistically -- meaning I'll probably opt out of the Ironman thing -- and use measured steps (Hochwald, 2004) to achieve them. I'll maintain a sense of humor, at least until it negatively impacts my grades.

And I'll clean up the house, because it really needs it.

References

Celko, J. (2001, December). Spontaneous order. Intelligent Enterprise, 4(18), 64. Retrieved June 11, 2005 from EBSCOhost Business Source Premier database.

Dyer, W. (1980). The sky's the limit. New York: Simon & Schuster.

Eichinger, R.W. & Lombardo, M.M. (2003). Knowledge summary series: 360-degree assessment. Human Resource Planning, 26(4), 34 - 45. Retrieved June 11, 2005 from EBSCOhost Business Source Premier database.

Felder, R. & Solomon, B. (n.d.). Index of learning styles questionnaire. Retrieved June 4, 2005 from http://www.ncsu.edu/felder-public/ILSpage.html

Hochwald, L. (2004 February). You've got game. Natural Health 34(2), 97 - 99. Retrieved June 10, 2005 from EBSCOhost Alt Healthwatch database.

Lachman, V. (2001 October). Professional presence: how do you get it? Nursing Management 32(10), 41 - 42. Retrieved June 10, 2005 from EBSCOhost Academic Search Premier database.

Ldpride.net (n.d.). Learning styles and multiple intelligence. Retrieved June 4, 2005 from http://www.ldpride.net/

Learning-styles-online.com (2003). Memletics Learning Styles Inventory. Retrieved

June 4, 2005 from http://www.learning-styles-online.com/

Lindbergh, A. (1941, 1991). Gift from the sea. New York: Pantheon.

Personality Defect Test (n.d.). Retrieved June 12, 2005 from http://www.okcupid.com/tests/take?testid=4741219933576750506