As the writer, you are asked to write in first person, making "I" statements that encourage you to explore your emotions about the work you have accomplished throughout the semester. Most professors waive style requirements for self-reflection pieces, but if you must do yours in American Psychological Association, or APA, style, it is similar to writing an essay in APA style.
Functions[ edit ] If through self-assessing Self analysis example is a possibility that a person's self-concept, or self-esteem is going to be damaged why would this be a motive of self-evaluation, surely it would be better to only self-verify and self-enhance and not to risk damaging self-esteem?
Trope in his paper "Self-Enhancement and Self Assessment in Achievement Behaviour"  suggests that self-assessment is a way in which self-esteem can be enhanced in the future.
For example, self-assessment may mean that in the short-term self-assessment may cause harm to a person's self-concept through realising that they may not have achieved as highly as they may like; however in the long term this may mean that they work harder in order to achieve greater things in the future, and as a result their self-esteem would be enhanced further than where it had been before self-assessment.
Within the self-evaluation motives however there are some interesting interactions. Self-assessment is found a lot of the time to be associated with self-enhancement as the two motives seem to contradict each other with opposing aims; whereas the motive to self-assess sees it as important to ensure that the self-concept is accurate the motive to self-enhance sees it as important to boost the self-concept in order to protect it from any negative feedback.
Research[ edit ] InConstantine Sedikides performed an experiment investigating the roles of each of the self-evaluation motives, investigated if one was stronger and held more weight than others and tried to draw out specifically the self-assessment and self-verification motives.
This finding supports the idea that certain traits are more central to a person's self-concept, however shows little support for the self-assessment motive. When considering the interaction between how strong and how central certain traits are to a person's self-concept Sedikides again found evidence in support of the self-verification and self-enhancement motives, though again none for the Self analysis example motive.
However the results of this experiment showed that though through some analysis there was evidence of some self-verification there was no real evidence pointing towards self-assessment and all the results supported self-enhancement.
The third experiment again tried to draw out evidence for self-verification and self-assessment and though, as with experiment two, there was some evidence to support the self-verification motive most of the results pointed towards the self-enhancement method and not self-assessment.
This experiment therefore looked at whether this was true and whether it was the central traits that were being looked at in this study rather than peripheral. The results showed exactly what Sedikides expected, though because of this the results of the other parts of the experiment gave support to the self-enhancement motive rather than self-assessment of self-verification.
For this experiment therefore the experimental group were asked to approach their reflections in an objective way, as if they were approaching their self-concept as a scientist, bringing each of their traits under scrutiny. Results of this study showed that those subjects who were asked to be objective in their assessment strove more for accuracy than those not asked to be specifically objective.
The authors then conducted one final experiment looking at the validation of self-enhancement when reflecting on the self.
This review showed that people are more attracted to taking part in tasks that are more accurate about them than those that are less accurate  and would prefer to take part in higher accuracy tests. Brown  therefore showed that self-assessment is can be seen when participants are asked to actually take part in tasks that will be high in their accuracy or low in their accuracy of a person's characteristics.
This research found that participants were more likely to choose to take part in tasks that were higher in accuracy about their characteristics. The last area of self-assessment Sedikides and Strube  reviewed was whether participants would want to construct highly or less accurate tasks and if participants would be more persistent or more likely to succeed if they were taking part in highly or less accurate tasks.
The review showed that participants would prefer to make highly accurate tasks which measured their abilities; however they will be more persistent in tasks which are lower in accuracy.
The VINTAGE self-assessment framework has been tested during seven parallel focus group sessions, in the six partner Countries, involving roughly hundred experts and practitioners at European level.
The self-assessment procedure offers an innovative alternative to common knowledge based multiple-choice questionnaires to evaluate competences. It assigns an active role to the user, calling upon reflective abilities, self-assessment competences and self-responsibility.
The procedure focuses on the Lifelong Learning approach, aiming to offer a tool for personal empowerment and development, rather than for solely selective or professional purposes.
Vintage assessment framework focuses on actual behavior a person is demonstrating in a realistic context, or rather a reconstruction of a realistic context in a particular situation, evaluating the mastery level and the quality of the performance.
This chosen approach towards the assessment of learning outcomes and competences is as well supported by research that highlights the importance of the performance side in demonstrating key competence within the field of education and lifelong learning.
It is a process that requires involvement and participation by the user and reflection, bringing into play meta-competences typical of the self-assessment process and therefore particularly suited to an adult context.
Engaging the user in such an active and responsible way additionally improves the self-assessment competences and aims at raising motivation of the adult learner and supporting the idea of self-directness of lifelong learning.
The user, in a first step, is asked to choose one to start the self-assessment of key competence performance with, from the list of 8 key competences of lifelong learning named by the European Commission ;  In a next step five generic situations are presented, each one describing a situation in which the chosen key competence is performed in a common setting.
Each of the five situations corresponding to the following five levels of mastery: Level 1 can do when guided in known situationsLevel 2 can do, can choose in known situationsLevel 3 can combine, can design also in unknown situationsLevel 4 can improve, can extend, Level 5 can explain.
Five different clusters of the chosen key competence are presented. These clusters are well grounded in Vintage research considering projects and publications throughout European countries and Framework. Again situations, meant to be broad enough to apply to many common experiences, yet specific enough to identify what a performance in a certain key competence and domain requires, meant to refer to daily life settings, support the user in the reflective abilities to relate own experiences and performances to the described situations.
The user is asked to note and reflect upon own experiences and collect these in the Vintage portfolio as documentation of personal key competence experiences to be used in further development or to be included in e. Amongst others this stresses the importance and relevance of lifelong learning, be it in formal, non-formal or in-formal settings.
Self-directed — Self-regulated, 4. The four quality dimensions thereby refer to themes such as critical thinkingcreativityinitiative, problem-solvingrisk assessmentdecision-taking and constructive management of feelings. These are considered to play an important role in all 8 key competences according to The European framework for key competences for lifelong learning  published by the European Commission in Comments on self-analysis.
What made you want to look up self-analysis?
Please tell us where you read or heard it (including the quote, if possible). Theoretical Self Analysis Essay Words | 7 Pages.
eighteen months to three years of age. According to Erikson, during this stage I was striving to learn to do things independently, such as feeding myself, walking, and using the bathroom. Example behaviors at Meets Expectations: Actively seeks out ways on own to improve outcomes, processes or measurements.
Takes responsibility and provides leadership on projects or initiatives. Self-assessment is used to measure knowledge and skills in a particular field. It is often used prior to entering a particular university program or before taking a standardized exam.
Self-assessment identifies areas on which to focus during exam review and preparation.
Self-assessments can be used in both professional and personal areas. You can use them to take a solid look at what you do and don't do well. Writing one can sometimes leave a person wondering where to start, but following some simple guidelines will help you make the most out of your assessments.
Leadership Competency Self Assessment Directions DIRECTIONS: Use the definitions and proficiency levels for a self assessment. 1. Determine your current employee level, using the Competency Chart and Leadership Journey on the next page.