Training, consultancy and resources to improve teaching and learning
You are here > Members' Resources > Thinking Classroom Resources > Resource Detail
Navigation Find Resources
Navigation Resource Search
Navigation Resource Tags
Active Learning   Adjectives   Advance Organiser   AfL   Ambition   Analogy   Analysis   Andragogy   Architecture   Archive   Art   Assemblies   Assessment   Association   Astronomy   Audience   Audio   Audit   Autonomy   Behaviour   Big Data   Bloom's Taxonomy   Book   Boys   Brain   Brain Break   Brain-Based Learning   British Values   Bullying   Capacity   Careers   Challenge   Change   Characteristics   Charlotte Mason   Childhood   Christmas   Cities   Classroom Management   Coach   Coaching   Collaboration   Colour   Comedy   Communication   Community   Comparison   Composition   Computers   Conflict   Connections   Constructivism   Contemplation   Conversation   Cooperation   Counting   CPD   Creative Curriculum   Creative Thinking   Critical Thinking   Curiosity   Curriculum   Danger   Daniel Pink   Data   Debate   Decision Making   Design   Differences   Differentiation   Digital   Discussion   Display   Diversity   Doodling   Dragon   Dream   Drive   Dunblane   Dweck   Dyslexia   Early Years   Easter   Edit   EEF   Effective Practice   Effort   Emotional Intelligence   Empathy   Enquiry   Environment   Equality   Error   Esteem   Evaluation   Evidence   Existential   Exploration   Facts   Failure   Feedback   Film   Fitness   Flow   Freedom   G&T   Games   Gardner   Gender   Gender Neutral   Genius Hour   Genres   Geography   Gifted Able & Talented   Glass Bead Game   Global   Goals   Grammar   Grit   Group Work   Growth Mindset   Gun Control   Happiness   Hard Work   Hattie   Health   Heterarchy   Hierarchy   High Order Thinking   History   Holiday   Home Education   Home Schooling   Homework   Horace Mann   Humour   ICT   Imagination   Inclusion   Independent Learning   India   Induction   Influence   Infographic   Innovation   Inspection   Inspiration   Integrative   Intelligence   Internet   Interview Preparation   Intuition   Investigation   iPad   Jerome Bruner   John Dewey   Judgement   Juggling   Justification   Knowledge   Language   Leadership   Learning   Learning Community   Learning Skills   Learning Styles   Lecture   Lesson Design   Lesson Starters   LGBT+   Listening   Literacy   Literature   Logic   London 2012   Lord of the Flies   MAGT   Mark Making   Marketing   Marking   Marzano   Mastery   MAT   Mathematics   Media   Memory   Mentoring   Metacognition   Metaphor   Metzinger   MFL   Mindset   Mistake   Modal Verbs   Morality   Motif   Motivation   Multiple Intelligences   Music   Myth   Nature   Negotiation   Networks   New Year   Noise   Nuclear Power   Numeracy   Ofsted   Olympics   ONR   Opinion   Order   Organisation   Outstanding   P4C   Pace   Parents   Patchwork Thinking   Pattern   Pedagogy   Periodic Table   Personal Development   Personalised Learning   Perspective   Philosophy   Pixar   Planets   Planning   Plastic   Plenary   Plot   Poetry   Positive Education   Positive Error Culture   Poster   Poverty   Praise   Prediction   Prioritising   Problem Based Learning   Problem Solving   Process   Productivity   Professional Development   Professional Learning   Progress   Protection   PSHE   Psychology   Punctuation   Pupil Voice   Purpose   QCI   Quality   Questioning   Questionnaire   Ranking   RE   Reading   Real Time Coaching   Reasoning   Reflection   Reform   Reframing   Relationships   Religion   Research   Resilience   Responsibilities   Revision   Rights   Risk   Roles   Romans   Rules   Sacrifice   Safety   Scaffolding   School Improvement   Science   Seasons   Secondary School   Self Knowledge   Selling   SEN   Sequencing   Service   Setback   Shape   Shooting   Silence   Similarities   Simile   Skills   Snow Angels   Socrates   Sorting   Space   SPAG   Speaking & Listening   Spellings   Sports   Story   Stress   Struggle   Study   Subordinate Clause   Success   Success Criteria   Summarising   Summer   Surprise   Sustainability   Targets   Teaching   Team Work   Technology   Template   Thinking   Thinking Classroom   Thinking Cubes/Dice   Thinking Skills   Thinking Stories   Timbre   Time Management   Tone   Transition   Trust   Tudors   Understanding   UNESCO   Vacation   Values   Video   Visual Learning   Visual Story   Visual Thinking   War   Weather   Well-Being   Welsh   Winter   Wish   Word Game   World War 1   World War 2   Writing   Year 6   Year 7   Zen  

Professional Self-Assessment

Professional Self-Assessment An Article which sets out why we need to work in pairs or triads when we are developing our professional skills.
To doubt everything, or, to believe everything, are two equally convenient solutions; both dispense with the necessity of reflection.
Henri Poincare

We cannot observe external things without some degree of Thought; nor can we reflect upon our Thoughts, without being influenced…by the Things which we have observed.
William Whewell

What is self-assessment? What are its strengths and dangers? Why do it? How can it work?

This is a Free Sample Resource
Categories: Article, Professional Development, Educators, Any Subject

Tags: CPD Coaching
On a scale from 1 to 10, how would you rate yourself as an educator? That’s a real curved ball of an interview question isn’t it? And of course we all know that the right answer is 7.83. But what value is there in asking a question like this and is it ever possible to be sure of the answer?

Who Are You?
Have you ever met or worked with someone who rated themselves 10? Or maybe 0? As Poincare says, with self-perception like this, why bother reflecting? You’re either as good as you’ll get or beyond hope. And herein are the debilitating or arrogant dangers of self-perception. Your personal history and the shaping forces brought to bear by society can provide flawed ideas of who you really are. Any form of professional self-assessment should include a reality check. 

The Ghosh Test 
In 1982, Dr Baran Ghosh was convicted of theft. He appealed on the grounds that the judge had instructed the jury to ‘use their common sense’ when deciding if he had acted dishonestly. Ghosh argued that their decision should have been based solely on an assessment of whether he believed his actions to be dishonest. Although unsuccessful, his appeal lead to a modification of jury instruction on dishonesty. Firstly, a jury must decide if an ‘ordinary decent person’ would consider the accused’s actions to be dishonest. Then they must agree if, by those standards, the accused realised he was being dishonest. 

Professional self-assessment in school can use the same principle by asking, ‘Would an ordinary, decent teacher consider their colleague to be a 10 (or 0)?’ And, ‘does the colleague realise the implications of assessing themselves as 10 (or 0)?’ You need others with whom to discuss and validate your self-perceptions and you need clear criteria about which to talk.

Phone a Friend
These criteria are provided in professional standards, social norms, organisational principles and legal boundaries. Assess your day to day behaviours against these commonly accepted characteristics, and then ask a trusted (ordinary & decent) colleague to comment. That’s a valuable process for professional growth. Worthwhile self-assessment rests on discovering together what a characteristic looks like and then discussing if and how you are ‘looking like that’.

Process Not Endpoint
The original question is helpful because it kick-starts thinking. But its answer – even 7.83 – is meaningless unless you know what criteria a 7.83 meets. And, more importantly, what you have to do to become an 8.47. Professional self-assessment is a process of continually monitoring knowledge, skills and behaviours against increasing expectations. But why bother? Why not delegate the job to peers and bosses? Simple:  Research (Hattie, 2009) clearly shows that your learning is more effective when you are involved in its assessment than when the assessment is only ‘done to you’. And, after all, you know yourself best of all, don’t you….?

Related Resources:

Assessment for Teaching

InfoMe Thinking

InfoMe Thinking Powerpoint

Professional Learning

Tips for Professional Self-Assessment



I totally agree with the above. Surely to be excellent is it engage, to adapt, to reflect and to consider, education is the hardest job in the world and often the least valued. Shame, it changes lives. So rather than give a number which quantifies give my self the challenge of that was good what would I do to make it better.

By Juniper on 23/05/2015 03:43:22


Hi Julie, fascinating take on self-reflection. I guess we can conclude here that there are folks who seek and work with 360 feedback and those who avoid it. It's a risk to become vulnerable to growth. Thanks for your comments.

By MikeTC on 03/07/2014 16:10:06

New Comment

I agree honest self- assessment leads to genuine improvement.
In my experience truly outstanding teachers never believe they are outstanding. They simply believe they are doing the best they can for the children they teach. Conversely, poor teachers rarely believe they are poor and fall into two categories; those who can be supported and coached to improve; and those who should be supported and coached to seek alternative employment.
The first group would never give themselves a 10 and the second would not award a 0.

By JulieElliott on 06/02/2014 17:58:22

Please Login to Comment