Assignment 1: Practicing with Mobius SLIP and a Self-Assessment
“We cannot solve our problems with the same thinking we used when we created them.” Albert Einstein
Purpose(s):
There are two purposes to this assignment. The first is to familiarize you with the Mobius SLIP double-looped learning application. The second is to have you think about how you like to give and receive feedback.
Assignment:
This is as easy as A-B-C. Each assignment consists of three deliverables
­ A rtifact.
­ B enchmarks and Critiques.
­ C oncordance.
Please read all the instructions carefully. Please do not identify yourself in any of work you submit without the expressed direction of the instructor to do so.
A: Create an artifact. Take the Self-Assessment that appears at the end of this document and score yourself. Next, write an essay of no more than 350 words with three paragraphs. The first paragraph should describe why you believe you will be effective as a peer reviewer. The second paragraph should describe a prior experience you had receiving feedback from a peer. The last paragraph should describe how the feedback you received changed the way you will approach this class.
Peer-To-Peer (P2P) grading guidance:
B: In the Benchmarks / Critiques deliverable, provide your peers with feedback on:
(1) The quality of the writing and;
(2) The content of the ideas. By this we mean to judge the ideas in your peers’ writings independent of the grammar and style.
(3) How the peer’s work being reviewed fit into the overall group’s work.
Questions you might ask yourself are: “Have you had an experience similar to the one the peer described with a similar change in behavior?” Alternatively, “Was there something in one of the other submissions that was comparable or contrasted with the peer’s work?” It helps to watch the videos on the Mobius SLIP website to start ( http://www.ctasit.com/Students ).
In addition to feedback, position each peer’s Artifact on the SLIP Slider relative to other in terms of how well it is done.
C: In the Concordance deliverable, position each peer’s Critique on the SLIP Slider relative to other in terms of the quality of the Critiques you received. One key question to ask is: “Did the feedback give me a clear way to improve in the future?”

Grading weight:
As it is an introductory assignment designed to familiarize you with the system and concepts, the
‘stakes’ or contribution to your final grade is very modest. Please see the syllabus for the assignment’s weight in the overall grading.
Background on Self-Assessment and P2P Learning:
A significant volume of empirical research demonstrates the benefits of self-assessment and P2P feedback on learning (e.g., Falchikov, 2001; Miller, 2008; Liu and Carless, 2006). Selfassessment is a tool for enhancing learners’ knowledge about their own learning. In particular, their learning strategies’ effectiveness, the extent of their learning, and how learning strategies can be modified for improvement, and so on. Such learning constitutes a form of ‘metacognition’ has been identified in recent learning research as one of the most important factors affecting learning (Mok, et al., 2006). Metacognition is ‘thinking about one’s own thoughts’.
P2P feedback helps students develop an appreciation of what constitutes high-quality work in a discipline or subject area. Simultaneously, P2P assignment designs promote students’ ability ‘to take an active role in the management of their own learning’ (Liu and Carless, 2006). Coupled with self-assessment, P2P learning creates an ecosystem where students can co-create the learning environment with the faculty and advance their learning more rapidly.
References:
Falchikov, N. (2002). Unpacking’ peer assessment . In Schwartz, P. and Webb, G. Assessment
(Case Studies of Teaching in Higher Education Series): Case Studies, Experience and Practice from Higher Education.pp. 70-77 London: Kogan Page Stylus Publishing.
Miller, V. (2008). The incorporation of peer assisted study sessions (PASS) into the core curriculum of a first year Chemistry module . In Irons, A. Enhancing Learning through
Formative Assessment and Feedback . London: Routledge.
Liu, N. and Carless, D. (2006). Peer feedback: the learning element of peer assessment .
Teaching in Higher Education , 11(3), pp.279-290.
Mok, M.M.C., Lung, C.L., Cheng, D.P., Cheung, R.H.P. and Ng, M.L.(2006). Self-assessment in higher education: experience in using a metacognitive approach in five case studies .
Assessment & Evaluation in Higher Education . 31(4),pp.415-433.
Reeves, TC., Huerta, T.R., and Ford, E.W. (2011). Co-creating management education:
Moving towards emergent education in a complex world . Int. J. of Information and
Operations Management Education , 2011 Vol.4, No.3/4, pp.265 - 283

Is My Feedback Style Reflective?
Reflective leadership is characterized by self-awareness, careful and continuous observation, and respectful, flexible responses that result in reflective and relationship-based programs. The following Leadership Self-Assessment is a series of statements and reflective questions that offer insight into your leadership style to help you identify your strengths and opportunities for growth when it comes to giving and receiving feedback.
Instructions: Rate yourself on a scale of 1 (Rarely) , 2 (Sometimes) or 3 (Almost Always) on the following statements.
1. In a discussion, I can see areas of agreement among differing opinions.
2. I lead by example, not just by words.
1 2 3
1 2 3
3. I notice good work and I give staff positive feedback.
4. I recognize the value of humor in the workplace.
5.
6.
7.
8.
1 2 3
1 2 3
I have a vision of where the agency/center/project I lead is going and can communicate it to others.
1 2 3
When something is not going right for one of my staff members, I take the time to help them think it through and develop an approach to solving it.
1 2 3
I am comfortable telling others when I don't know the answer to a particular question.
I make sure we celebrate as a team when we meet milestones.
9.
I have ways of handling the pressures of my position that allow me to think and strategize even in the midst of crisis.
10.
I focus the work of the agency/center/project I lead around the children and families we serve.
1 2 3
1 2 3
1 2 3
1 2 3
11.
12.
I make sure people know that it is safe to share their opinions and to say what they really think and feel.
I encourage people to let me know what they need in order to work well, and whenever possible, ensure that they get it.
13.
I gather input from others and involve staff in decision-making. I devolve decision-making whenever appropriate.
14. I make opportunities to stay current about issues in the field.
15. I think before I act.
16. I meet regularly with the staff who report to me.
17. I solicit feedback from my staff about my own performance.
18. I have a mentor or supervisor in the organization.
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3

Understanding Your Responses
If your responses were mostly
Ones:
Reflective supervision may be new to you or your organization. Consider attending an external training session on reflective supervision and relationship-based organizations. You also may wish to do some independent reading on reflective supervision.
Twos:
Reflective supervision is not entirely new to you, but you may be hesitant to fully implement it in practice.
Beginning with the areas you marked as “ones,” work with your supervisor to identify experiences that will help you build your skills and use them with confidence. Consider attending workshops or conferences on the subject.
Threes:
You are comfortable using reflective supervision with your staff and have integrated many facets of this approach into your daily work. You can expand your knowledge and continue growing by identifying your next challenges, for example: develop your own training session on reflective supervision, mentor a colleague, and continue to take external classes and conferences.
Excerpted from:
Parlakian, R., & Seibel, N. L. (2001).Being in Charge: Reflective leadership in infant/family programs. Washington,
DC: ZERO TO THREE.