{"id":439,"date":"2023-07-13T10:57:45","date_gmt":"2023-07-13T10:57:45","guid":{"rendered":"https:\/\/skil.lu\/?page_id=439"},"modified":"2023-07-13T10:59:38","modified_gmt":"2023-07-13T10:59:38","slug":"self-assessment","status":"publish","type":"page","link":"https:\/\/skil.lu\/?page_id=439&lang=en","title":{"rendered":"Self-assessment"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">In relation to the <strong>&#8220;Me at school&#8221; self-assessment<\/strong> component, for each measured dimension, 5-7 statements are rated by the student on a scale from 1 to 4 (strongly disagree &#8211; disagree &#8211; agree &#8211; strongly agree).<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Need for cognition<\/strong><\/strong> &#8211; reported pleasure to think about complex mental tasks, need for information, assessment of own cognitive abilities<\/li>\n\n\n\n<li><strong><strong>Self-regulation<\/strong><\/strong> &#8211; an important competence with regard to successful lifelong learning, including goal setting, planning and reviewing of the learning process and goals<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">A distinction is made between setting goals, planning the learning process and monitoring it. In the questionnaire, only follow-up questions are asked, in the sense that the learner constantly examines his or her learning process and checks whether or not the learning objectives have been achieved.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u24d8 Self-regulation competence can be worked on using learning methods (&#8220;learning to learn&#8221; as a keyword for a search on <a rel=\"noopener\" href=\"https:\/\/ssl.education.lu\/eduLibrary\/LibrarySearch.aspx?LibraryId=58c00c73c4443008a83f7c0f#$0$24$%5B%22Book%22%2C%22Video%22%2C%22Audio%22%5D$DateCreated-desc$table\" target=\"_blank\">CePAS edulibrary<\/a>).<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Self-concept<\/strong><\/strong> &#8211; assessment of pupil\u2019s own school performance compared to actual performance (good, average, not good)assessment of pupil\u2019s own school performance compared to actual performance (good, average, not good)<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u24d8 A pupil who is hard on himself\/herself (self-concept &lt; actual school report) shows good motivation, but may not take enough time to congratulate himself\/herself and be happy with what has been achieved, on the other hand, for pupils who think they are doing well, but school results show different outcomes (self-image &gt; actual school report), highlighting benchmarks for a more realistic self-assessment are useful.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Conscientiousness<\/strong> &#8211; a good predictor of success at school and in the workplace, involving organisational ability, reliability, efficiency, determination and accuracy of work.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u24d8 Working on reward strategies related to goal orientation will help change less conscientious habits.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Stress resistance<\/strong><\/strong> &#8211; ability to cope with exam-related stress (anxiety associated with exams)<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u24d8 Stress is a spontaneous, natural, cascading biological and psychic reaction of the body to its environment and can be worked on by training in different stress management methods.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Emotional stability<\/strong><\/strong> &#8211; ability to deal with different emotions<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><span style=\"font-weight: 400;\">\u24d8<\/span> <span style=\"font-weight: 400;\">Emotions (positive and negative ones) play an important role allowing us to adapt our behaviour. For 4.2. pupils approaching the adolescent phase, it is useful to be able to establish good emotional management, for personal well-being and learning.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In relation to the &#8220;Me at school&#8221; self-assessment component, for each measured dimension, 5-7 statements are rated by the student on a scale from 1 to 4 (strongly disagree &#8211; disagree &#8211; agree &#8211; strongly agree). A distinction is made between setting goals, planning the learning process and monitoring it. In the questionnaire, only follow-up&hellip;&nbsp;<a href=\"https:\/\/skil.lu\/?page_id=439&#038;lang=en\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Self-assessment<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"off","neve_meta_content_width":100,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-439","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/skil.lu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=439"}],"version-history":[{"count":11,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/439\/revisions"}],"predecessor-version":[{"id":452,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/439\/revisions\/452"}],"wp:attachment":[{"href":"https:\/\/skil.lu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}