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<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/ibcp/page/33789/reflective-project-skills-">Reflective Project Skills </a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33793/ethical-thinking-" title="Ethical Thinking ">Ethical Thinking </a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33790/reflective-thinking" title="Reflective Thinking">Reflective Thinking</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33788/critical-thinking" title="Critical Thinking">Critical Thinking</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/44800/more-on-critical-thinking" title="More on Critical Thinking">More on Critical Thinking</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33795/writing-skills-" title="Writing skills ">Writing skills </a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33783/research-skills" title="Research skills">Research skills</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33839/planning-and-process-management" title="Planning and process management">Planning and process management</a></li><li class="current" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33796/self-assessment" title="Self assessment">Self assessment</a></li></ul></nav></div><!-- /#left-column-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" 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underestimated skillsThe stage between between receiving feedback from their supervisor on their only draft and producing the final piece can often lose momentum, especially when there is...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i><span>Teaching materials</span></a></li></ul><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa 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+</span></a></li><li><a class="" href="mailto:?subject=Self assessment&body=Self assessment and Proofreading: underestimated skillsThe stage between between receiving feedback from their supervisor on their only draft and producing the final piece can often lose momentum, especially when there is...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Self assessment</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Reflective Project Skills " href="https://www.thinkib.net/ibcp/page/33789/reflective-project-skills-">Reflective Project Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Self assessment</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967944" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/images/proofreading-960x720.jpg");"></div><img src="/media/ib/ibcp/images/proofreading-960x720.jpg" style="display: none" /><div class="content"><h3 class="heading">Self assessment and Proofreading: underestimated skills</h3><p class="text">The stage between between receiving feedback from their supervisor on their only draft and producing the final piece can often lose momentum, especially when there is a long summer holiday in between. Supervisors can also feel frustrated working with the guidelines of feedback as they know that they are limited in the quantity and style of feedback that they give. Using descriptors of specific bands and preparing students with proofreading skills can bring the process to a close in a really satisfying way.</p></div></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Tips for self assessment</p></div></div><div class="panel-body" style=""><div><h4><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Tips for encouraging self assessment throughout the reflective project process</h4><p>A key step to self assessment is feeling comfortable with the assessment criteria.</p><h4>1. Use the language of the assessment criteria in every lesson and feedback</h4><p>If students are familiar with the language of the assessment criteria as part of their lessons and supervisory sessions then they will feel more comfortable assessing themselves.</p><h4>2. Develop the assessment criteria with students</h4>This is an excellent exercise to do before looking closely at the key criteria and helping students understand it better. Ask students to name 3-5 elements that are assessed in each criterion using key words. They will also automatically put it into their own words and understanding during the process. <strong>This is developed and expanded upon in the lesson plan below. </strong><h4>3. Use lots of exemplars</h4><p>There are a wealth of exemplar material out there for the reflective project. The more examples students look at steadily over a length of time, the more they can understand the criteria. However they also gain confidence when they realise that reflective projects can be very different from one another. Asking them to assess specific criteria or look for key identifiers helps early understanding. Build to asking them to give a mark to the whole thing and justify their response!</p><h4 dir="ltr">4. Vary the work they assess</h4><p dir="ltr">This follows on from the previous tip. Do not just look at top grade exemplars. It defeats a main purpose of the reflective project which is a stress on the process and not just the outcome. Use examples of essays or sections of essays with aspects they can aspire to or want to improve on: strong student voices, good bibliographies, good paragraph structure, interesting connections made, clear understanding of bias and validity, strengths and weaknesses of arguments assessed well, strong conclusions.</p><h4>5. Devote time to this</h4><p dir="ltr">Don’t use peer/self assessment as a plenary task right at the end of your lesson. Try to structure your lesson so it starts and ends with self-assessment; this way students can chart their progress and reflect in the RRS for later use in their RPPF.</p><h4 dir="ltr">7. Play Jeopardy</h4><p dir="ltr">Once students have completed an assessment of an exemplar or excerpt, and they have given feedback using the criteria, don't leave it there. Ask them to create the questions they should ask themselves of their own work that is suggested by their feedback on specific criteria. eg. Have you included more than two perspectives? Have you referenced consistently throughout the essay? Even with a checklist at the ready and excellent open questions from the supervisor, asking students to identify these open questions themselves, paves the way for solid self assessment.</p></div></div></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Tips for Proofreading</p></div></div><div class="panel-body" style=""><div><h4>Proofreading </h4><p>The Learner Profile attributes of Thinker, Communicator and Principled all come out in the final stages of the reflective project for the committed student. However, teachers often find that in both internal assessments and exams, students can be reluctant to read back through their work. This may be a result of lacking confidence or time management. You can find here tips for students to break down the task of proof reading into a less intimidating task.</p><h4><strong>Voice it, check it, colour it, question it, take a step back from it.</strong></h4><p>These are just some of the ways you can encourage students to look over their work. Really, for students to do this effectively, it should be a process they are used to throughout their course and not just at the end of the reflective project itself. Using PPS and/or reflective project lessons to do short activities where they can try out specific techniques, will make it easier in the long run.<br />Some key points for students:</p><ul><li>Never rely on a spellchecker: you are not being assessed on your spelling, punctuation and grammar officially but the success of your reflective project relies on clear communication and spelling, punctuation and grammar certainly help</li><li>Allow time between writing and proofreading (not too long!)</li><li>Read your project aloud and not too fast</li><li>Read your project aloud to a friend (who is not doing a reflective project in the same area)</li><li>Divide your project into sections and break up the task</li><li>Proofread at the time of day you are most alert</li><li>Proofread for specific criteria.</li></ul></div></div></div><div class="panel" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Understanding the requirements</p></div></div><div class="panel-body" style=""><div><div class="panel-body"><div><h4><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a><strong>Students should have access to the marking criteria from the start of the process but here is a <em>summary of descriptors</em> for top band work. </strong></h4><p><strong>Criterion A: Focus and Method</strong><br /><strong>Work</strong> in this band does not present just for and against an ethical dilemma. It also considers effects of bias, misrepresentation of evidence and value judgements. <strong>Source</strong> materials are well chosen, varied and used precisely</p><p><strong>Criterion B: Knowledge and understanding in context</strong><br /><strong>Work </strong>in this band begins to show subtleties and contradictions in mutiple perspectives but this might not be consistent. <strong>A range</strong> of different perspectives is analysed rather than just presented. Furthermore strengths and weaknesses of arguments are assessed. <strong>Similarly, </strong>the impact on communities and/or global and cultural perspectives is considered</p><p><strong>Criterion C: Critical thinking<br />There is</strong> a clear, confident and coherent argument; one that looks at the big picture and the little details.<br /><strong>Subtle understanding </strong>of concepts such as cause and effect such as unintended negative consequences of positive actions.<br /><strong>Conclusions</strong> do not just repeat the essay but give a knowedgeable overview of the issue and associated ethical dilemma.<br /><strong>Work </strong>in this band begins to synthesize, bringing together and connecting ideas and information.<br /><br /><strong>Criterion D: Communication</strong><br /><strong>Structured </strong>to develop an argument systemmatically to a conclusion with <strong>precise</strong> use of terminology.</p><p><strong>Criterion E: Engagement and reflection</strong><br /><strong>Demonstrates</strong> how understanding of the issue and dilemma has evolved throughout the process<br /><strong>Scrutinises</strong> the research methods taken and links to issue and dilemma. <strong>It shows</strong> the student has their own ideas and not just the ideas of others. There is a real sense that iniative has been taken.</p><h3><a href="Browse server to select file" target="_blank" title="Key points"><img class="ico" src="img/materials/key-24.png" style="vertical-align: middle" /></a> Summary of requirements and advice</h3><p>Proofreading concentrates on the body of work itself but the finished product must be presented in a certain way according to an academic piece of work.</p><p><strong>The finished piece must have references, citations and bibliography<br /><br />Students can use,</strong> if related to the reflective project and referenced : illustrations, gaphs, charts, tables, cartoons, photos and other images<br /><br /><strong>Student must not put anything important in the appendix </strong>to the understanding, argument or structure of the reflective project or the achieving of specific assessment criteria as examiners do not have to read them<br /><br /><strong>It must not go over the word limit.</strong> Examiners will not read anything over. There is no minimum word limit.<br /><br /><strong>The word count does not include: </strong><br />• the contents page<br />• maps, charts etc as listed above.<br />• equations, formulas and calculations<br />• citations or references, footnotes or endnotes<br />• the bibliography<br />• appendices.</p></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 248);"><div><p>Reference: Additional Guidance for The Reflective Project, p19</p></div></div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Lesson Plan: Understanding the criteria in their own words</p></div></div><div class="panel-body" style=""><div><div class="panel-body" style=""><div><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Path a) Ask students to name 3-4 elements that are assessed in each criterion using no more than 3 words to summarise each element. eg in Criterion A, 'issue and dilemma' is important. They will also automatically put it into their own words and understanding during the process.<br /><br /><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> Path b) Alternatively give students the jumbled up phrases below and ask them to allocate them to a specific criterion.<br /><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/files/understanding-the-criteria.pdf" width="100%"></iframe></h6><h6>This is an excellent exercise to do before looking closely at the key criteria and helping students understand it better. Give students a copy of the full marking criteria or the summary version given here.<br /><br /><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Teacher notes for both exercises</a></h6><section class="tib-hiddenbox"><p>A: FOCUS AND METHOD<br />I<strong>ssue and Dilemma</strong><br />Bias and Validity<br />Thorough research<br />Appropriate sources<br /><br />B: KNOWLEDGE AND UNDERSTANDING<br /><strong>Different perspectives</strong><br />Developed Knowledge<br />Local and global examples<br />Ethical impact<br />Cultural perspectives</p><p>C: CRITICAL THINKING<br /><strong>Convincing Discussion</strong><br />Interpretation<br />Perceptive Conclusions<br />Sustained Connections</p><p>E: ENGAGEMENT AND REFLECTION<br /><strong>Authenticity</strong><br />Evaluative<br />Setbacks<br />Intellectual engagement<br />Creativity<br />Initiative</p></section></div></div></div></div></div></div><div class="panel" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-heading" style="background-color: rgb(193, 0, 75);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Quick ideas</p></div></div><div class="panel-body" style=""><div><h4 dir="ltr">Self Assessment</h4><p dir="ltr" style="line-height:1.38;margin-top:12pt;margin-bottom:12pt;"><meta charset="utf-8"><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">1.</span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:700;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> Criterion focused:</span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> Advise students to focus on one specific criterion and highlight/make a note of three times their work refers to it. If your student has opted for an additional format, they need to juggle this over both formats.</span></p><p dir="ltr" style="line-height:1.38;margin-top:12pt;margin-bottom:12pt;"><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">2. </span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:700;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">Paragraph focused: </span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">students</span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:700;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> </span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">create a colour code for each criterion and highlight whole essay; the result should indicate to them how balanced their essay is. This is recommended below as a proofreading tip too. </span></p><p dir="ltr" style="line-height:1.38;margin-top:12pt;margin-bottom:12pt;"><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">3.</span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:700;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> Examiners' descriptors:</span><span style="font-size:11pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> Give students access to the descriptors from the top band of the IB marking support material as detailed below. You can differentiate this for each student giving them descriptors in keeping with their target rather than too limiting or aspirational. </span></p><section class="tib-hiddenbox"><div class="intro-card"><div class="panel panel-has-footer" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-body"><div><p><strong>Criterion A: Focus and Method</strong><br /><strong>Work</strong> in this band does not present just for and against an ethical dilemma. It also considers effects of bias, misrepresentation of evidence and value judgements. <strong>Source</strong> materials are well chosen, varied and used precisely</p><p><strong>Criterion B: Knowledge and understanding in context</strong><br /><strong>Work </strong>in this band begins to show subtleties and contradictions in mutiple perspectives but this might not be consistent. <strong>A range</strong> of different perspectives is analysed rather than just presented. Furthermore strengths and weaknesses of arguments are assessed. <strong>Similarly, </strong>the impact on communities and/or global and cultural perspectives is considered</p><p><strong>Criterion C: Critical thinking<br />There is</strong> a clear, confident and coherent argument; one that looks at the big picture and the little details.<br /><strong>Subtle understanding </strong>of concepts such as cause and effect such as unintended negative consequences of positive actions.<br /><strong>Conclusions</strong> do not just repeat the essay but give a knowedgeable overview of the issue and associated ethical dilemma.<br /><strong>Work </strong>in this band begins to synthesize, bringing together and connecting ideas and information.<br /><br /><strong>Criterion D: Communication</strong><br /><strong>Structured </strong>to develop an argument systemmatically to a conclusion with <strong>precise</strong> use of terminology.</p><p><strong>Criterion E: Engagement and reflection</strong><br /><strong>Demonstrates</strong> how understanding of the issue and dilemma has evolved throughout the process<br /><strong>Scrutinises</strong> the research methods taken and links to issue and dilemma. <strong>It shows</strong> the student has their own ideas and not just the ideas of others. There is a real sense that iniative has been taken.</p></div></div></div></div></section><h4>Proofreading - 5 Ways to Proofread</h4><p>Students can experiment with these different ways of proofreading: they each have a specific purpose in mind. Works well for individual work and also in pairs. However make sure there is not a a conflict of academic integrity with students from similar topics or subject areas working together.</p><p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/files/proofreading.pdf" width="100%"></iframe></p></div></div></div><div class="panel-footer" style="background-color: rgb(245, 238, 241);"><div></div></div></div><div class="panel" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Further resources</p></div></div><div class="panel-body" style=""><div><strong>Chapter 10, 'The Final Draft' in Reflective Project: Skills for Success, Hodder Education, p94-102</strong></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Self+assessment%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment&t=Self+assessment"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Self assessment&body=Self assessment and Proofreading: underestimated skillsThe stage between between receiving feedback from their supervisor on their only draft and producing the final piece can often lose momentum, especially when there is...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33796%2Fself-assessment"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. 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$(e).find(' > ul ').css('margin-top', '-'+diff+'px');
}
n++;
});
});
</script>
</body>
</html>