Self Assessment Score: 90

Key Contributions

Throughout EDLD 5315, I actively collaborated with my core group members—Hope Humphrey, Amber Ellis, Stephanie Scaletta, and Erika Ponder. Our collaboration was intentional and steady, focused on building both individual and collective success. I engaged fully in each assignment and discussion by responding to peers with feedback, acknowledging their ideas, and extending the conversation with connections to course readings, professional experience, or clarifying questions. This feedback loop allowed me to both affirm and challenge perspectives in ways that strengthened our shared understanding.

 

Beyond the discussion boards, I remained active in our GroupMe thread, where I provided encouragement, reminders about deadlines, and real-time support when questions or concerns arose. This became our most effective tool for collaboration, as it allowed us to share drafts, brainstorm strategies, and motivate each other during the busiest points of the course.

 

I consistently revised my assignments—including the Action Research Outline, Literature Review, and Action Research Plan—after reflecting on the feedback I received from both peers and the instructor. These revisions not only improved the accuracy and clarity of my submissions but also helped me develop a deeper understanding of the action research process. By revisiting my work through the lens of constructive criticism, I grew more confident in analyzing my writing and aligning it with both course objectives and professional practice.

 

I also committed to completing all required readings, videos, and supplemental resources. The most influential for me was Mertler’s (2019) framework for action research, which shaped how I designed my project and thought about data collection methods. Completing these readings on time allowed me to connect theory to practice in meaningful ways and to contribute thoughtfully to discussions with my group and the broader class community.

 

A strength I am proud of is my consistency in meeting all deadlines outlined in the course calendar. This reliability allowed my peers to count on me for timely feedback and collaboration. An area for growth is submitting my drafts earlier, which would provide my group members with additional time to review and respond. While I balanced responsibilities effectively, earlier submissions would have strengthened our collaboration even more.

Supporting Contributions

In addition to the work completed within my core collaboration group, I contributed consistently to the broader learning community in EDLD 5315. I intentionally took on leadership responsibility in my base group by helping to organize communication, initiating check-ins, and encouraging peers to share drafts for feedback. This role allowed me to create accountability while also maintaining a supportive environment where all voices could be heard. My peers knew they could rely on me to help keep our group focused, organized, and motivated throughout the course.

 

I also contributed to the learning of both my group and the larger class community by fully participating in all assigned activities. I made it a priority to respond to every collaborative discussion prompt in a timely manner so that others had the opportunity to engage with my ideas before the deadline. My responses reflected not just surface-level agreement but also breadth and depth of thinking, often making explicit connections to course readings, real-world classroom application, and professional practice. When appropriate, I supported my points with APA-cited research to strengthen my arguments and model scholarly writing.

 

I submitted thoughtful, timely posts for each of the five collaborative discussions:

1. Recognizing the Misperceptions: Collaborative Discussion – I reflected on how educator assumptions can negatively impact student growth and provided examples from campus practice that connected directly to course readings.

2. Clarifying the Problem: Collaborative Discussion – I applied the action research cycle to emphasize root cause analysis and connected my response to district improvement planning, which generated meaningful dialogue with peers.

3. Asking the Right Questions – I shared insights on how purposeful questioning sharpens the focus of action research projects, while also affirming the value of my peers’ questions and extending their ideas further.

4. Literature Review – I examined how the literature review serves as both a theoretical and practical foundation for research. I encouraged peers to more explicitly connect their sources to their project focus and shared strategies from my own review process.

5. Collegial Feedback – I provided detailed and constructive feedback that celebrated peers’ strengths while identifying opportunities for growth. In turn, I reflected on how their insights informed and improved my own work.

 

Beyond my core group, I extended my participation by responding to three additional peers outside of my collaboration team. These posts provided supportive, actionable feedback on clarity, organization, and alignment to the action research framework. My goal was to contribute meaningfully to their success, not just my own, which reflects the collaborative spirit of this program.

 

Finally, I made additional informal contributions that were not research-heavy but nonetheless built community and encouraged ongoing dialogue. These included affirming peers’ perspectives, asking clarifying questions, and sharing encouragement during busy weeks. These interactions helped foster a positive, collaborative learning environment where we supported one another as colleagues and learners.

 

Through these contributions, I demonstrated leadership, consistency, and a commitment to the learning of the entire class. By posting in a timely manner, supporting ideas with research, and providing actionable feedback both within and outside of my group, I strengthened not only my own understanding but also the collective success of my colleagues in EDLD 5315.

Final Reflection and Justification of Score