|
To make progress toward the goal of becoming a completely
self reliant critical thinker, problem solver, and communicator,
it is first necessary to know one's own strengths and
weaknesses. Our "yardstick" for achievement
consists of six levels describing how people approach
new problems and tasks.
It is very likely that you have met or exceeded the
expectations that people have set for you, yet you have
not achieved what you consider to be proficiency. Many
academic courses and programs limit expectations to a
narrow range and do not even give you an opportunity
to acquire or demonstrate some of the levels of achievement
that are described below. To a great extent, your present
level of achievement is a reflection of your past experience
and opportunities that have been made available to you.
The descriptions are carefully worded, but we're not
perfect either. If you have questions about what is meant
by a particular category of achievement and/or are not
sure how to rate yourself, please ask an instructor's
advice. This is a team effort, after all.
(1) I have demonstrated this kind of proficiency, even
when I had to independently identify and master
new knowledge and the necessary skills to achieve results.
Level 1 refers to the ability to recognize when your
current skill level is not adequate with which to handle
a particularly complex problem, and to EFFECTIVELY seek
resources with which to acquire the needed skill. This
level can apply only if level 2 also applies.
(2) I have demonstrated this kind of proficiency, even
on new problems, by relying on my existing knowledge
and skills to achieve results.
Level 2 refers to an experience level more than an ability.
It means that when you are presented with a particular
problem or task you figure out what "tools" to
use. It means that you have determined for yourself what
style of writing was appropriate for a project, what
number of pages would be appropriate, in what form to
submit the work, etc. It means that you have learned
the skill in one context and transferred that learning
to another context. For example, suppose you learn how
to curve fit a graph using error bars in a sophomore
biology lab. Suppose that later you take an advanced
Bioengineering lab course and plot data for replicate
samples as means plus/minus standard errors. Level 2
means that based on prior experience, you fit a curve
among the data in order to represent the putative relationship,
rather than to simply connect the data points, and do
so knowing full well that you are doing it right.
(3) I have demonstrated this kind of proficiency by
relying on my own independent knowledge and skills to
achieve results, but only when working on familiar
problems.
Level 3 differs from level 4 in that you don't rely
on a set of instructions or guidelines this time. Either
you have had sufficient practice so that you can carry
out the task without further help, or you know where
to look for guidelines, a formula, etc.
An example of thislevel might be technical writing.
Suppose you have written papers in the standard form
for a scientific journal for a summer internship or past
course work. Suppose you are in a new internship or course,
and you are asked to write a paper to be submitted to
a journal, and are not given explicit guidelines. Level
3 applies if you write your paper in standard form and
style. Another example is with precision and significant
figures. Suppose you carry out a calculation that is
based upon a real or hypothetical set of measurements.
All measurements have some limit on their accuracy, of
course. Do you ALWAYS round off the result to a carefully
determined number of significant figures
(4) I have demonstrated this kind of proficiency, but
only when I have clear, explicit instructions for
how to perform.
Some educators refer to this level as an "algorithmic" level.
You may not be entirely comfortable with the concepts,
such as the application of statistical methods to data
analysis, but as long as you have guidelines you generally
carry out the process without difficulty and come up
with reasonable results.
(5) Demonstrating this kind of proficiency has been
difficult, even when I have clear, explicit instructions
for how to perform.
Here are two examples. The textbook may have described
exactly how to round numbers when doing a calculation,
but for some reason you never get the "right" answer.
You have explicit instructions for how to keep a laboratory
notebook, but when it comes to going back and gleaning
the information you need in order to write a paper, you
have to ask someone else for information that you should
have recorded yourself. This level suggests that you
need more experience, that is, more practice. It does
not suggest that you are incompetent in this area. People
learn in different ways, and even a simple set of instructions
that is worded effectively for one person is not effective
for another person
(6) I have little or no experience in this area.
|
|
|
|