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Rubric for Developing Student Self-Assessment Skills

Instructor: Multiple (example provided by David Boevers)
Scope: Program – Design & Production, School of Drama, CFA
Assessment Tool: Rubric for Developing Student Self-Assessment Skills


At the end of the semester all Design and Production students make a short presentation on their work done during the semester and receive feedback from faculty. The faculty were concerned that students were not accurately hearing the feedback being given to them and that how they assessed their own work and progress differed from how the faculty assessed them.


To expose the discrepancy between student self-assessment and instructor assessment of student work and to help students develop better self-assessment skills.


Faculty designed a 9-item assessment tool with a 6-point rating scale, ranging from awful to excellent. The form contained two parts, with the same items in each part.


Prior to their performance reviews, students are given the self-assessment form to record their perceptions of their performance along several metrics. After their review, students use the second half of the form to then record their perceptions of what they heard from their instructors at the reviews.


All students in the Design and Production programs in the Drama School use the form as part of their review process.

When was/will the data be collected?

The form is used at the end of each semester.

What is the current status?

This process is ongoing.

What was the data, how was it analyzed/interpreted?

The instructors examine the discrepancies between the student self-assessment and the instructors’ assessment of their performance.


The results of this self-assessment are used in feedback and evaluation conferences with students. Advisors use the assessments as a foundation for the meetings, highlighting the discrepancies between student self-assessment and the instructor’s performance criteria,  to students understand how their performance maps onto these criteria.

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