Course Self-Assessment Reflection
Numerical Score: 92/100

Group Members:

“Why is it so important for students to learn how to assess their own work and activities? Because after the course is over, the teacher will no longer be present, and the learners will henceforth be the ones primarily responsible for determining whether they are doing a worthwhile job and, if not, looking for ways to improve.”
— Creating Significant Learning Experiences, L.D. Fink (2013, p. 85)

Rationale:

As a self-directed learner and intentional collaborator, I am confidently rating myself a 92 out of 100 for this course. This score reflects the depth of my engagement with the course content, the consistency and quality of my contributions to peer learning, and the deliberate effort I made to grow both individually and collectively within our learning community. Throughout the term, I positioned myself not only as a learner, but also as a thought partner—offering feedback, sharing resources, and fostering meaningful dialogue that supported the development of others. In this reflection, I will provide specific evidence of what is working well in my practice, acknowledge areas where I can continue to grow, and highlight the tangible ways I contributed to a collaborative and intellectually rich learning environment.

What’s Working

One of the most effective aspects of this course for me was the balance of structure and flexibility. The course design allowed me to move at my own pace while still holding myself accountable to deadlines and peer expectations. This empowered me to manage my time effectively and dig deeply into each module without feeling overwhelmed or rushed. I was able to reflect meaningfully on the content and apply it directly to real-world projects, which made my learning more relevant and lasting.

The integration of collaborative learning opportunities also worked especially well for me. I thrive in environments where I can engage in dialogue with others, and the structure of discussion boards, peer feedback cycles, and group document sharing gave me multiple avenues to connect. I found that these exchanges not only expanded my thinking, but often helped clarify my own ideas. For example, responding to peers challenged me to think from multiple perspectives as those of a teacher, instructional leader, and learner, which ultimately strengthened my own deliverables.

The use of real-world application tasks, such as developing a professional learning experience or testing out usability within a course, was another highlight. These assignments weren’t just theoretical; they pushed me to synthesize knowledge in a practical, impactful way. I was able to align my work with my campus’s initiatives I’m currently involved in, which made the learning feel purposeful and authentic.

Lastly, receiving and integrating feedback from both the instructor and my base group helped me grow in my ability to revise, adapt, and elevate the quality of my work. I approached each module with a mindset of iteration rather than completion. That shift from checking a box to refining an idea was a powerful takeaway that I will carry forward into both my teaching and leadership roles.

What I Can Improve

While I made meaningful progress in this course and contributed consistently to the learning community, there are still areas where I see room for improvement. One key area is my intentional engagement beyond structured assignments. Although I participated actively in discussions and provided feedback to peers, I could have initiated more informal or real-time check-ins with my group. These moments of spontaneous dialogue often create deeper collaboration and help surface insights that aren’t always captured in written exchanges. I plan to be more proactive in creating those spaces for connection in future courses or collaborative projects.

Additionally, I recognize the importance of documenting my learning more consistently across the process. While my final reflections were comprehensive, I could have benefited from capturing weekly or module-based insights in my ePortfolio. Doing so would have created a clearer record of my evolving thinking and allowed me to make stronger connections between course concepts and my ongoing work in the field.

Lastly, although I consistently aligned my assignments to campus goals and instructional priorities, I believe I can stretch myself further by taking more intellectual risks. For example, testing out emerging ideas, engaging more critically with contrasting viewpoints, or questioning assumptions embedded in instructional design practices. As I continue growing as an educational leader, I want to lean into complexity and explore not just what works, but why it works—and when it might not.

These areas for growth are not shortcomings but opportunities to expand my capacity as a reflective, impactful educator. I look forward to applying these insights in my next professional learning experience.

Contribution to My Learning

Throughout this course, I made a conscious effort to take ownership of my growth by approaching each assignment as an opportunity to apply theory to practice. I didn’t just complete tasks to meet requirements, I used each one as a way to enhance my instructional leadership skills and deepen my understanding of meaningful professional learning design.

I approached this course with a reflective mindset, continuously asking myself: How can I apply this to my campus? How can this support the teachers I serve? This mindset shaped my final deliverables, such as my alternative professional learning plan, which integrates writing and reading strategies in response to authentic campus needs. By tailoring the assignment to real-world conditions, I strengthened both the relevance and impact of my learning.

Additionally, I modeled self-directed learning by seeking feedback, iterating on my work, and revisiting resources that challenged my thinking. When peer or instructor feedback was provided, I took it seriously and used it to revise my work or shift my perspective. I also took the initiative to explore supplemental resources, like readings on teacher engagement in professional learning or research on the impact of writing on comprehension, to add depth to my submissions and discussion responses.

Equally important, I cultivated habits that reinforced my learning, such as time-blocking to allow for uninterrupted reading and dedicating space in my notes for reflection, application, and lingering questions. These strategies helped me internalize the course content rather than simply consume it.

Overall, I see my contribution to my own learning as active, intentional, and grounded in purpose. I took responsibility not only for completing the work, but for making it meaningful, and that mindset made all the difference.

Contribution to the Learning Community

One of my primary goals in this course was to not only grow individually but also contribute meaningfully to the growth of others. I approached each discussion, peer review, and collaboration opportunity with the mindset that we are all responsible for creating a supportive, intellectually engaging environment. I am proud of the consistency, intentionality, and responsiveness I brought to our learning community.

Throughout the course, I offered specific, constructive feedback to my peers, aimed at enhancing both the clarity and depth of their work. I didn’t just affirm ideas, I often asked probing questions, offered alternative perspectives, or shared relevant tools and resources to extend their thinking. I viewed feedback not as a task, but as a dialogue, a chance to exchange insights and sharpen each other’s understanding. Several peers responded to my comments with appreciation, noting how my feedback helped them improve or rethink aspects of their projects.

Within my group, I consistently showed up, contributing ideas, reviewing drafts, and helping synthesize feedback during group check-ins. I also volunteered to lead certain components, like developing shared documents or keeping us aligned with deadlines, which helped foster efficiency and trust within the group. My goal was to create a space where everyone felt supported and valued, and I believe I helped cultivate that dynamic.

Ultimately, I saw our learning community as a collective resource, and I invested in it as such. I aimed to be a collaborator who lifted others, a listener who responded with care and curiosity, and a peer who contributed to a culture of mutual growth. I believe my actions reflect that intention.

Group Collaboration

Final Thoughts

This course has not only deepened my understanding of instructional design and professional learning, but also strengthened my identity as a reflective practitioner and collaborative leader. The balance of autonomy and interaction allowed me to stretch my thinking, refine my practice, and contribute meaningfully to a shared learning environment.

I leave this experience with practical tools I can immediately apply, new perspectives that challenge me to think more critically, and professional relationships that enriched the journey. Most importantly, I’ve grown in my capacity to learn independently, engage constructively with others, and lead with both clarity and empathy.

The 92/100 I’ve assigned myself is not a symbol of perfection, but a reflection of purposeful effort, consistent contribution, and a commitment to continuous improvement—both for myself and the community I serve.

References:

Fink, L. D. (2003). Creating Significant Learning Experiences: An integrated approach to designing college courses (1st ed.). Jossey‑Bass.