Appendix D - Templates for Goal Setting, Reflection, and Self- Assessment
- Page ID
- 64377
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Student-Centered Tools: Templates for Goal Setting, Reflection, and Self Assessment
These student-centered tools promote self-awareness, goal setting, and reflection on workplace and academic skills. Each template supports learner agency and self regulation while reinforcing the soft skills embedded in the Toolkit for Inclusive Workforce Education.
They can be used independently, with a peer or coach, or as part of any module activity.
How to Introduce and Use These Tools
Faculty can introduce these student-centered tools at the start or end of any module to help learners connect soft-skill instruction to personal goals and workplace readiness. Each tool aligns with a specific competency area in the Toolkit for Inclusive Workforce Education:
- Tool D-1 (Goal-Setting Worksheet): complements the Self-Advocacy and Goal Setting module by guiding learners to define and track personal or employment goals.
- Tool D-2 (Weekly Reflection Sheet): reinforces Time Management and Adaptability modules through regular self-check-ins on progress and persistence.
- Tool D-3 (Soft-Skills Self-Assessment): connects to all modules by encouraging self-evaluation across communication, teamwork, and professionalism.
- Tool D-4 (Visual Decision Organizer): complements Adaptability and Problem Solving modules by modeling step-by-step reasoning.
Tool D-1. Personal Goal-Setting Worksheet
(Aligned with the Self-Determined Learning Model of Instruction - SDLMI)
To help learners set and track meaningful goals for personal, academic, or employment growth.
Instructions: Complete one row for each goal. Keep responses short and specific. Learners can complete these independently, with a peer, or during coaching or reflection time.
|
What do I want to achieve? |
Why is it important to me? |
What steps will I take? |
Who can help me? |
How will I know I reached it? |
Target Date |
Progress Check (✓ or note) |
|---|---|---|---|---|---|---|
Reflection Prompt:
- What did I learn about myself while working toward this goal?
- How might this goal connect to my future job or learning plans?
Tool D-2. Weekly Reflection Sheet
(To promote ongoing self-awareness and self-regulation)
|
Question |
My Reflection / Notes |
|---|---|
|
What went well this week? |
|
|
What challenges did I face? |
|
|
How did I solve or manage a problem? |
|
| What skills did I practice (communication, teamwork, time management, etc.)? | |
| How did I feel about my learning this week? | |
| What is one thing I will try differently next time? |
Optional Faculty Prompt: Encourage students to share one insight during class or a check-in discussion.
Tool D-3. Soft-Skills Self-Assessment
(Adaptable for midterm or final reflection)
Rate yourself for each area:
1 = I am still learning 2 = I am improving 3 = I am confident
|
Skill Area |
1 |
2 |
3 |
Example or Evidence |
Peer or Instructor Feedback (optional) |
|---|---|---|---|---|---|
|
Communication |
☐ |
☐ |
☐ |
||
|
Teamwork |
☐ |
☐ |
☐ |
||
|
Time Management |
☐ |
☐ |
☐ |
||
|
Adaptability |
☐ |
☐ |
☐ |
||
|
Self-Advocacy |
☐ |
☐ |
☐ |
||
|
Professionalism |
☐ |
☐ |
☐ |
Reflection Questions:
- Which skill improved the most this term?
- Which one would I like to strengthen next?
- What support or strategy would help me continue growing?
Tool D-4. Visual Decision Organizer (Optional)
(Supports executive functioning, self-awareness, and problem-solving
You can use words, symbols, or pictures - whatever helps you think.
|
Step |
Question |
Example Response |
|---|---|---|
|
1. Identify the problem |
What is happening? |
“I’m having trouble finishing assignments on time.” |
|
2. Explore options |
What could I try? |
“Ask for help, plan smaller tasks, set a timer.” |
|
3. Choose a solution |
Which one seems best? |
“Plan smaller tasks.” |
|
4. Test and reflect |
What worked? What didn’t? |
“The timer helped! I’ll keep using it.” |
Alternative Formats: Learners may draw, use icons/emojis, or type bullet points depending on accessibility needs.
Notes for Use:
Instructors may select one tool per week, embed them in discussion or coaching sessions, or compile completed pages into a Workforce Readiness Portfolio for program documentation.
Using these tools regularly fosters learner autonomy, self-regulation, and reflection, core outcomes of UDL-aligned, equity-centered instruction.
- Tools may be completed digitally or printed for classroom use.
- Faculty may adapt prompts for different literacy levels or languages.
- Learners may include completed tools in a Workforce Readiness Portfolio for coaching or job-placement discussions.
- These resources model UDL principles by offering multiple means of engagement, representation, and expression.
- Collectively, they encourage learners to take ownership of their progress while connecting classroom practice to workforce readiness.
Faculty Note: Connecting Reflection and Student Tools
The student-centered tools in Appendix D complement the faculty reflection and fidelity materials in Appendix C by providing observable evidence of learner engagement, agency, and growth.
When instructors integrate these tools into their modules, completed learner worksheets and reflections can:
- Demonstrate the use of UDL-aligned practices (multiple means of engagement, representation, and expression).
- Provide authentic data for Program Fidelity Trackers and reflection logs - showing how inclusive strategies translate into learner outcomes.
- Support program review, accreditation, or grant reporting through concrete examples of inclusive, workforce-aligned instruction.
- Encourage shared reflection between learners and faculty, strengthening classroom relationships and modeling self-regulated learning.