Overview
One of the most important college-and career-ready skills is the ability to monitor your own progress and make adjustments when needed. In dual-enrollment courses, students often balance demanding coursework with less immediate feedback than they are used to in high school. Virtual/hybrid settings in particular often require greater self-directed learning. Self-assessments create intentional space for students to step back, reflect on their goals, and connect their actions and outcomes, building key competencies like self-awareness and self-management, as well as habits tied to a growth mindset and developing a positive academic identity.
These reflections can also help instructors. Reading how students describe their confidence, habits, and challenges can surface trends that aren’t visible in grades alone. Self-assessments provide a “window in” to student experiences, allowing instructors to celebrate growth, catch issues early, and guide students toward effective strategies for success. To utilize this tool, try the following:
Step 1: Plan your timing and format.
Decide when and how students will complete self-assessments–typically 2–5 times per course.
Timing ideas: just before the first module, midterm/major project, and ahead of finals. Alternatively, students could self-assess before each unit or topic of study.
Formats: LMS survey, Google Form, private journal entry, brief reflection doc. Keep it accessible, lightweight, and aligned to existing platforms when possible.
Length: 5–15 minutes; asynchronous completion works well.
Step 2: Generate effective, aligned reflection questions.
Tailor prompts to what’s most useful in the moment, and ask students what they would add. At minimum, include questions that help them consider: Where am I now? Where do I want to be? What will it take (or what support do I need) to get there? Mix questions across focus areas, such as:
Academic Progress: “Which concepts feel solid? Which need more attention–and why?”
Learning Behaviors & Time Management: “What study or scheduling habit helped the most? What’s one habit you’ll adjust next week?”
Wellbeing, Access, & Load: “Is anything outside class (work, family, tech access, health) affecting your learning? What would help?”
Belonging & Relationships: “Who have you connected with for questions or study support? What would make it easier to reach out?”
Goals & Support Plan: “By (date), I’m aiming for ___. My next two steps are __ and __. I’ll ask ___ for help with ___.”
Optional Extensions:
Share anonymized trends with the class: “Many of you flagged feeling uncertain about last week’s unit, and our quiz data reflected that. Let’s review these concepts together.
Build a brief “then vs. now” comparison at the end of the term.
Personalize feedback with short audio/video notes.
Pair with another strategy like Calendar Look-Ahead to turn insights into concrete plans.
Self-assessments empower students to take ownership of their learning while giving instructors actionable insights into both progress and mindset. By normalizing reflection as part of the course, you help students build agency, strengthen self-regulation, and prepare for the independence required in higher education and beyond.
