The final stage of the research process is to reflect on your work.
On this page:
Take a break between finishing your work and evaluating it. This helps you assess your work more objectively.
Begin by asking yourself general questions, like:
Have I answered the question?
Then, ask more specific questions, like:
Are there any spelling mistakes?
PMI - Pluses, minuses, improvements
A PMI is a graphic organizer that helps you to evaluate your work by viewing it objectively:
P = pluses: what's good?
M = minuses: what's bad?
I = improvements: what can I do better and how can I improve?
To use this method:
When you've finished your PMI, you'll be able to clearly see the parts of your assignment that need improvement, and also the parts that you've done really well.
Six Thinking Hats
This method helps you to view your work from six different points of view. You ‘wear' one hat at a time and think about your topic from that perspective.
It's important to focus on one perspective at a time and give it your full attention:
In the end it doesn't matter which strategy you choose to evaluate your work. As long as you take the time to reflect on what you've done, you're guaranteed to improve your final product.
In the Senior Project Panel Presentation, you will be assessed on your presentation of information, comfort speaking, effective communication, and knowledge about your topic, including the CAS (Creativity, Activity, Service) Learning Outcomes:
As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:
Increased their awareness of their own strengths and areas for growth
They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.
Undertaken new challenges
A new challenge may be an unfamiliar activity, or an extension to an existing one.
Planned and initiated activities
Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.
Worked collaboratively with others
Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.
Shown perseverance and commitment in their activities
At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.
Engaged with issues of global importance
Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).
Considered the ethical implications of their actions
Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.
Developed new skills
As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.