PhaseJ

=Phase J—Taking stock=

Goal
"To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing."

Processes
Taking stock of your process(es) over the semester in order to feed back into your future learning (and other work), including > Feedback to oneself on progress through the sessions/phases > Discussion about the group as a support & coaching structure > Mid-project (mid-semester) self-assessment > Sense of Place map > Written evaluation, beginning with self-assessment > Written self-assessment of goals achieved and further work ahead > Process review, including annotations and cover note

Note: Most of these also contribute to the instructor/advisor taking stock of how you have learned in order to feed back into their teaching/advising (and future learning about how students learn).

//during semester ("formative evaluation")//

Self-assessment with respect to Goals of Research and Engagement
This self-assessment should be prepared and submitted along with your final project, but it is also useful to undertake this self-assessment along the way and attach the latest version with each submission. If there are discrepancies between the advisor/instructor's assessment and what you record, this can be noted in their comments on the submission. The discrepancies can be discussed and a shared understanding arrived at. 

Discussion about the group as a support & coaching structure
Individually and as a group, you already know a lot about research and engagement. You can learn a lot from each other and from teaching others what you know. One way to pursue this is to address the question: By what means can the group function as a support & coaching structure to get most participants (students) to finish their reports by the target date (end of the semester)?

Mid-project (mid-semester) Self-assessment
(This brief self-assessment of your project can be expanded to encompass a report on the gap between where you are and where you'd like to be in relation to research organization --both on paper and on your computer-- and [|research and study competencies].)

//at end of project// Standard evaluation forms are not very conducive to the participant taking stock of their own process(es). This can be achieved in multiple, complementary ways:

Written evaluation
> of the process/course that begins with a quick self-assessment (as distinct from the extended self-assessment below).

Process review
> including annotations and cover note 

Self-assessment with respect to two sets of goals
> I. Phases of Research and Engagement; and > II. Developing as a reflective practitioner, including taking initiative in or through relationships

You should describe for each goal two things: a) one that reflects what you have achieved well related to this goal, and b) one you have struggled with/ need more help on/ want to work further on. (Even though you may have many examples for some items, one is enough.)

Optional: After you have written something for all the items, mark in the left margin beside each goal either ``**`` [= "fulfilled very well"], OK [= "did a reasonable job, but room for more development"], or ``->`` [= "to be honest, this still needs serious attention"] If there are big discrepancies between the advisor's assessment and yours, you should discuss the discrepancies and try to come to a shared understanding about them.

-- All Phases