Self‐assessment: Helping professionals discover what they do not know

Klevans, Deborah R.; Smutz, Wayne D.; Shuman, Susan B.; Bershad, Carolyn

doi:10.1002/ace.36719925504

Cited by 2 publications

(1 citation statement)

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“…How do we go about assessing our current level of competence? Self-assessment is a strategy advocated by Klevans, Smutz, Shuman, and Bershad (1992) to help professionals identify their learning needs and tailor their professional development planning. They described a self-assessment system for architects and other design professionals that was developed by Pennsylvania State University and concluded that ".…”

Section: Introductionmentioning

confidence: 99%

The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

Sullivan

2005

CJUCE

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Adult and continuing education practitioners must engage in continuing professional education as a means of developing and maintaining their professional competence. This paper reviews the literature on competencies for continuing educators and examines the strengths of existing instruments for continuing educators to self-assess their competencies. One of the challenges in this process has been a means to systematically and comprehensively assess existing knowledge and skills and to identify where competencies are not adequate. This paper describes an assessment instrument that addresses these challenges and builds on the strengths of existing tools. It describes the development of a tool through a consultative process that identified the range of practitioner competencies required of adult and continuing educators. The assessment tool incorporates a behaviorally based approach to assessing identified competencies. It is unique because it addresses many of the needs identified in the literature including well articulated criteria for making judgments about a person’s current knowledge and skills, a format that allows for clear identification of gaps in learning so that meaningful professional development can take place, the clear structure needed to develop a “portfolio” of skills, and a format that requires the provision of evidence to support claims of proficiency in the identified areas. Though the development of the tool was initiated through the development of Prior Learning Assessment and Recognition processes, it is anticipated that it will be useful for continuing educators to undertake self-assessments as a basis for hiring, career laddering, and planning their ongoing professional development activities and goals. In both cases it provides a framework for meaningful reflection, assessment, gap identification, and planning.

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Section: Introductionmentioning

confidence: 99%

The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

Sullivan

2005

CJUCE

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A Comparison of Two Methods of Needs Assessment: Implications for Continuing Professional Education

Igarashi¹,

Suveges

Moss

2002

CJUCE

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Needs identification is an important component of program planning in continuing professional education. Learners, professional associations, and society all have a stake in ensuring that programs are relevant and focused on important educational needs of professionals. This study compared two different methods of identifying learning needs--perceived needs and knowledge-based needs--for a group of practicing pharmacists (N= 113). The Canadian Consensus Asthma Management Guidelines (1996) provided the framework for the needs assessments and the standard against which pharmacists' knowledge of asthma treatment was assessed. Using data collected via a questionnaire, rank correlation tests showed no relationship between perceived needs and knowledge-based needs. While there was correspondence between the two methods on a few items, overall they did not identify the same needs. This confirmed the results of other research that there are some educational needs of which learners are unaware. Even with the limitations of perceived needs, few continuing professional educators would advocate abandoning this method, although most advocate a combination of methods. The following article discusses the implications of these and other research findings, and current literature on needs assessment in continuing professional education. Many questions remain, however, and there is a need for more research on needs assessment in continuing professional education.

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Self‐assessment: Helping professionals discover what they do not know

Cited by 2 publications

References 1 publication

The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

A Comparison of Two Methods of Needs Assessment: Implications for Continuing Professional Education

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