Self-Assessment Score: 95

     In EDLD 5315, I approached the course with the understanding that innovation without measurement is incomplete. This class required me to slow down and think carefully about how I would evaluate the effectiveness of my ideas rather than simply implement them. In light of Fink’s (2013) emphasis on self-assessment as part of becoming a self-directed learner, I selected a score of 95 because I consistently engaged in course activities, contributed meaningfully to discussions, supported my base group members, and revised my work intentionally throughout the semester.

     Throughout the course, I made it a priority to post early in discussion boards so that others had time to respond and build on ideas. I consistently contributed multiple substantive responses in each forum and maintained the highest number of replies across discussions. Rather than responding with surface-level agreement, I aimed to extend conversations by asking clarifying questions, connecting ideas back to research, or offering classroom-based examples from my band program. These exchanges strengthened my understanding of action research design while also supporting deeper reflection within our group.

      Beyond required discussion participation, I remained available to my base group through GroupMe and informal collaboration. My base group consisted of Thomas and Guadalupe, and we have been group members since our first class together. This really helped make me feel comfortable with being able to edit each other’s work.  For example, I worked with Thomas to refine his literature review citations by reviewing his references, identifying APA inconsistencies, and sending annotated screenshots to guide revisions. That experience not only supported his work but also reinforced my own attention to detail in research formatting and alignment. I believe that contribution reflects a genuine commitment to the learning community rather than simply completing individual assignments.

​

 

 

 

 

 

 

 

 

 

 

 

 

    In terms of key contributions, I completed all assigned readings, videos, and supporting materials and integrated those concepts directly into my action research plan. I revised assignments thoughtfully rather than submitting first drafts. For instance, I refined my literature review summary to improve synthesis and alignment with my research question, and I reworked sections of my research design to ensure clarity and consistency in terminology. This revision process strengthened the coherence of my final action research plan and deepened my understanding of how each component of the research cycle connects to the next.

     My ability to connect theory to practice is what works well for me as a learner. This course strengthened my confidence in designing measurable instruments, aligning qualitative and quantitative data, and creating realistic implementation timelines. I now think more critically about how to evaluate instructional strategies instead of relying on anecdotal impressions. The structured nature of the action research cycle helped me see how planning, acting, developing, and reflecting are interconnected rather than isolated steps. I also feel more confident in my academic writing after taking this course.

    Efficiency is still an area of growth that I need to work on. I tend to invest significant time refining language and structure to ensure precision and cohesion. While this attention to detail improves the quality of my work, it can increase stress near deadlines. Moving forward, I would like to continue developing strategies for balancing depth with pacing so that I can maintain high standards without overextending myself.

     Overall, I believe I met both the key and supporting contribution expectations outlined in the marking guide. I participated consistently in all activities, engaged deeply in discussions, provided substantive feedback to my base group, revised my assignments intentionally, and completed all course materials. For these reasons, I believe a score of 95 accurately reflects both the consistency of my engagement and the growth I experienced in EDLD 5315.

References:
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Revised and updated edition). Jossey-Bass.