Self Assessment | Responsible Gaming | Mr Green

Self Assessment | Responsible Gaming | Mr Green

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Several sites offer a variety of assessments — skills inventories, interest inventories, etc. The University of Waterloo Career Services Department, on the other hand, provides a fee-based Career Development eManual — a collection of six modules designed to help you define your skills, values, and personal characteristics; target opportunities that match your talents and interests; set your career goals and create action plans; develop the tools to market yourself to potential employers; navigate and negotiate employment contracts; and evaluate your career aspirations on an ongoing basis.

Free online self-assessments tend to be less in-depth than the fee-based ones listed above, but they can still be handy for finding out more about your skills and goals.

What exactly is a personality "type," and what does it have to do with your job search? In general, though, any theory of psychological type claims that people with different preferences naturally have different interests, perspectives, behaviors and motivations — and that awareness of these preferences helps people better understand themselves and others; in terms of career goals and various other aspects of life.

Quite a few websites provide online personality type assessments. The Keirsey Temperament Sorter at Kiersey. These assessments help you to measure those things that most interest you — and to find a match between your interests and possible career paths.

Most interest inventories include skill surveys, as the two are closely interrelated. Many of these inventories are based on Dr.

As with the other assessments listed in this article, some interest inventories require a fee, while others are free to try.

And the tool at Self-Directed-Search. Holland himself, can help you find careers or educational programs that match your own skills and interests.

This makes self-assessment the only self-evaluative motive that may cause a person's self-esteem to be damaged. In educational psychology and education , self-assessment "involves a wide variety of mechanisms and techniques through which students describe i.

The educational research has identified different types of self-assessment implementations [3] , considering different features.

Over the years, there has been a focus for "summative" purposes of self-assessment e. However, especially for the last two decades since the inception of formative assessment, more attention has been paid to formative purposes, where the focus is on using self-assessment to increase students' learning and self-regulated learning [4] [3].

Currently, two meta-analyses support the effect of self-assessment interventions in achievement [4] and self-regulated learning and self-efficacy [5].

If through self-assessing there is a possibility that a person's self-concept, or self-esteem is going to be damaged why would this be a motive of self-evaluation, surely it would be better to only self-verify and self-enhance and not to risk damaging self-esteem?

Trope in his paper "Self-Enhancement and Self Assessment in Achievement Behaviour" [6] suggests that self-assessment is a way in which self-esteem can be enhanced in the future.

For example, self-assessment may mean that in the short-term self-assessment may cause harm to a person's self-concept through realising that they may not have achieved as highly as they may like; however in the long term this may mean that they work harder in order to achieve greater things in the future, and as a result their self-esteem would be enhanced further than where it had been before self-assessment.

Within the self-evaluation motives however there are some interesting interactions. Self-assessment is found a lot of the time to be associated with self-enhancement as the two motives seem to contradict each other with opposing aims; whereas the motive to self-assess sees it as important to ensure that the self-concept is accurate the motive to self-enhance sees it as important to boost the self-concept in order to protect it from any negative feedback.

In , Constantine Sedikides performed an experiment investigating the roles of each of the self-evaluation motives, investigated if one was stronger and held more weight than others and tried to draw out specifically the self-assessment and self-verification motives.

This finding supports the idea that certain traits are more central to a person's self-concept, however shows little support for the self-assessment motive.

When considering the interaction between how strong and how central certain traits are to a person's self-concept Sedikides again found evidence in support of the self-verification and self-enhancement motives, though again none for the self-assessment motive.

The second experiment conducted by Sedikides investigated the possibility that the ability for greater reflection than experiment one may show greater levels of self-assessment in the participants.

However the results of this experiment showed that though through some analysis there was evidence of some self-verification there was no real evidence pointing towards self-assessment and all the results supported self-enhancement.

The third experiment again tried to draw out evidence for self-verification and self-assessment and though, as with experiment two, there was some evidence to support the self-verification motive most of the results pointed towards the self-enhancement method and not self-assessment.

In experiment four Sedikides suggests that the reason past experiments have not supported self-assessment is because participants reflect more on the central traits than peripheral traits, which are generally ones that are assessed so as to be able to improve at the same time as not harming the self-concept too much.

This experiment therefore looked at whether this was true and whether it was the central traits that were being looked at in this study rather than peripheral.

The results showed exactly what Sedikides expected, though because of this the results of the other parts of the experiment gave support to the self-enhancement motive rather than self-assessment of self-verification.

The fifth experiment carried out by Sedikides suggests that in the past experiments the possibility of self-assessing was less likely than self-verification or self-enhancement as the participants would not have been objective in their self-evaluation.

For this experiment therefore the experimental group were asked to approach their reflections in an objective way, as if they were approaching their self-concept as a scientist, bringing each of their traits under scrutiny.

Results of this study showed that those subjects who were asked to be objective in their assessment strove more for accuracy than those not asked to be specifically objective.

The authors then conducted one final experiment looking at the validation of self-enhancement when reflecting on the self.

Sedikides and Strube [2] reviewed past research into the self-assessment motive and looked at whether participants would be more attracted to tasks that were high or low in accuracy about their characteristics, whether they would choose to take part in tasks that were more or less accurate and if they would prefer to create highly or less accurate tasks.

This review showed that people are more attracted to taking part in tasks that are more accurate about them than those that are less accurate [7] and would prefer to take part in higher accuracy tests.

Brown [8] therefore showed that self-assessment is can be seen when participants are asked to actually take part in tasks that will be high in their accuracy or low in their accuracy of a person's characteristics.

This research found that participants were more likely to choose to take part in tasks that were higher in accuracy about their characteristics.

The last area of self-assessment Sedikides and Strube [2] reviewed was whether participants would want to construct highly or less accurate tasks and if participants would be more persistent or more likely to succeed if they were taking part in highly or less accurate tasks.

The review showed that participants would prefer to make highly accurate tasks which measured their abilities; however they will be more persistent in tasks which are lower in accuracy.

A wide view on approaches and practices on self-assessment of competence in Adult education is offered by a European project VINTAGE - online tool for self eValuatIoN of key competences in adulT AGE [11] [12] that reports a desk study [13] focused on the acquisition and self-assessment of key competences in adult education in Italy, Austria, Germany, Ireland, Netherlands and Sweden.

The VINTAGE self-assessment framework has been tested during seven parallel focus group sessions, in the six partner Countries, involving roughly hundred experts and practitioners at European level.

The self-assessment procedure offers an innovative alternative to common knowledge based multiple-choice questionnaires to evaluate competences.

It assigns an active role to the user, calling upon reflective abilities, self-assessment competences and self-responsibility. The procedure focuses on the Lifelong Learning approach, aiming to offer a tool for personal empowerment and development, rather than for solely selective or professional purposes.

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