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How To End A Self Evaluation Essay

This semester was challenging but fruitful for me because I had to work hard so far but I have managed to reach a considerable progress in my learning and I believe I have been successful so far. In this regard, my failures are as important for me as or even more important than my successes because I have learned from my failures more than I have done from my success. Therefore, the main lesson I have learned is probably the fact that I should not rejoice, when I succeed, but I should rather stay aware and focused on my progress to perform well and succeed in my learning.

            On analyzing my performance during the semester, I believe that I was quite successful to a significant extent. In this regard, it is worth mentioning the fact that I have completed seven essays during the semester and almost all of them were quite successful because I received “A” grade for the majority of my essays. I really liked my performance but I am always concerned with receiving “A” grades for my work which is the only acceptable grade for me. I am success-oriented person. This is why I just cannot afford the grade below “A”.

            Such personal position urges me to do my best and to work hard to gain the possibly highest degree but, on the other hand, it is sometimes difficult and even frustrating to pursue the highest degree, especially if it is extremely difficult to receive. For example, there were cases, when I felt the task was quite challenging for me to complete it successfully. This is why I had to work really hard to obtain “A” degree for those papers. Nevertheless, I am aware that such tasks have made the most significant contribution to my progress and academic development because they encouraged not only my creativity but also stimulated the development of research skills which helped me to learn more about the subject I wrote about and to improve my writing and academic performance overall (Frosh 103).

            By the way, I believe research skills became particularly important for me during the semester because, while writing my papers, I conducted some research first. I have noticed that I was not really enthusiastic about researching topics which I believed I knew well. However, when I started the research, I found out many important and noteworthy facts, which I have never known before. Such revelations encouraged me to conduct the research of any topic I was writing about because it would be just arrogant from my part just to write the paper from the scratch on the ground of what I believe I know about the topic (Elliot 135). Now I believe that too much self-confidence seems to be not the best feature of a good writer.

            At the same time, there was one paper which I was not really good at and which I perceive as a sheer failure. I did not receive “A” grade for that paper because it turned out to be unbalanced, not clear and too broad that made me think of the lack of focus I had, while working on that paper. Frankly, my failure was probably the best lesson I learned from the semester. This failure made me focused on my paper and encouraged me to organize my papers better since I singled out the main point and attempted to draw back-up points to support it throughout my papers.

            Thus, I made a considerable progress during the semester and I am ready to keep working hard and learn not only from my success but also from my failures.

December 19, 2016 |Free Essay Sample Papers|

Overview | Writing a Self-Evaluation | Writing a Faculty Evaluation | Writing an Academic Statement

Stage I: Brainstorming/Self-Reflection

At first, don't worry at all about what your final evaluation is going to look like. Chances are that, throughout your studies, you've learned enough that it's hard to separate out the important parts from the parts that didn't affect your learning at all. To help sort that out, sit down and just write for ten minutes about your studies, your experiences, what you learned, what you think could have gone better, or any other information about your academic progress during this quarter that you think may be useful later on.

While writing, do not concern yourself with mechanical issues. Stream of consciousness writing will produce a draft only for your own use. Nobody else has to see this unless you choose to share it.

Our handout from Peter Elbow is an especially helpful guide during this stage of the writing process.

Stage II: Filtering

Now that you have a significant amount of self-reflection and brainstorming down on paper, you can filter through it to pick up key ideas, words, sentences, or concepts that you would like to use or highlight within your self-evaluation. At this point, you are working with an eye towards generating a very rough first draft that will eventually transform into your final self-evaluation for the quarter. 

The types of words, sentences, or ideas that you want to pick out are those that uniquely describe or articulate a significant aspect of your own learning or evolution.  Remember: the purpose of a self-evaluation is to document the significant learning that took place during the quarter. 

Stage III: Revision

Revising is a stage that can be as long or as short as it needs to be. It encompasses your second draft through your final self-evaluation and includes the next stage. Revising may take the form of visiting a writing tutor for review, reading aloud to yourself to catch errors or ideas that need expansion, giving your self-evaluation to someone else so who can offer suggestions or comments, or strengthening key ideas and phrases.  Faculty members are usually all too happy to review your drafts and make comments.

Your aim with each successive draft should be to make incremental improvements towards a final document that expresses your achievements and strengths during the quarter. 

Stage IV: Evaluation

In the final stage, you need to evaluate what you've written in order to ensure that it is a document that can help you to reflect on your education in the future, and that you might want to  include in your transcript if you so choose. Some things to think about include:

  1. What is the driving idea behind the evaluation?
  2. Does the evaluation cover or mention all that you feel that it should?
  3. Are there any unnecessary details?
  4. Does the introduction appropriately introduce and frame the rest of the evaluation?
  5. Is the paragraph structure clear and concise?
  6. Is the conclusion sufficient?
  7. Do you show and not tell? Is the evidence or description convincing and vivid? Do you detail the value of your learning?
  8. Is the evaluation interesting to read? Does the voice sound natural?
  9. What attitudes and qualities do you display within the evaluation? Are these consistent with what you wish to portray?
  10. Are there any places where sentence fluency and word choices could be improved?
  11. If you plan to include the evaluation in your final transcript, is it appropriate for its potential audience, such as a graduate school or future employer?

The questions above are the same questions that our writing tutors use to assess an evaluation draft.

Stage V: Final Check

As with any thesis-based paper, transcript-ready self-evaluations must meet certain standards. The checklist below will help you finalize your evaluation so that it shines.

  1. Final evaluations must be entered into the on-line record system on you’re my.evergreen.edu. You’ll need to give a final printed version of your self-evaluation to your faculty.  All faculty are required to include student-self-evaluations in their professional portfolios. 
  2. Know the title of your program, course, or contract. The title on your evaluation must be complete and exact, so check the Academic Catalog or program syllabi if you’re unsure.
  3. Don't include course equivalencies in your self-evaluation. The document should describe your achievement, not the specific type of credit you earned.
  4. For transcript-ready self-evaluations, aim for length of one page per quarter. Save your dissertation for graduate school. If you’re having trouble with length, the Writing Center or Career Development can help you pare down your self-evaluation.
  5. Don't repeat the text of the program description or contract. This information will be included in your transcript.  Adding the text to your self-evaluation will be redundant.
  6. Check spelling, grammar, sentence structure, and all other technical aspects of your evaluation.

Submit an electronic copy of your final self-evaluation to the on-line record system in your my.evergreen.edu.

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