Self-Assessed Skills Audit for Students
Introduction
Students are asked to self assess their skills on a five-point scale:
1 = wide experience | 3 = a little experience | 5 = don’t know |
2 = some experience | 4 = no experience | |
Self Assessed Skills Audit Form
Name : Mohammed Zakaria Khalifa Date: 19/01/21
a critical, analytical and creative thinker | |
| 1 | 2 | 3 | 4 | 5 |
relate and compare data from different sources, identify issues and obtain relevant information | | | | | x |
reason and apply decision making processes and consider how to find solutions to problems | | | x | | |
identify appropriate data sources | | | | | x |
review a range of different points of view and select the most appropriate conclusion | | | | x | |
distinguish between different types of information to inform conclusions | | | | | x |
capture key information from written or verbal sources | x | | | | |
identify significant opportunities and be pro-active in putting forward ideas for problem solving. | | | | x | |
a flexible team worker | |
| 1 | 2 | 3 | 4 | 5 |
build and develop working relationships with staff and peers | | x | | | |
work effectively with others to complete tasks and achieve results | | x | | | |
empower others to work together as part of a team or group | x | | | | |
recognise and understand when compromise and accommodating others is necessary | | | x | | |
interact well with others and work co-operatively as a team member | | x | | | |
understand how to gain the attention of others in a team or group when required | | | x | | |
understand how to contribute effectively and co operatively with others even if they do not share the same ideas and ways of working | | | x | | |
express self effectively in a group and in one to one situations | | | x | | |
have an understanding of team roles | | x | | | |
a problem solver | |
| 1 | 2 | 3 | 4 | 5 |
use an appropriate approach to questioning in order to gain information from which to draw conclusions | | | | x | |
use an objective approach to relate to others in order to achieve goals | | | x | | |
make good use of verbal reasoning skills, able to handle complex data and make selective use of information | | | | | x |
explore more than one solution in order to solve a problem | | | | x | |
consider the ideas of others to help solve problems | | x | | | |
manage the process of problem solving over a period of time | | | | x | |
demonstrate resilience and lateral thinking abilities when applied to problem solving | | | x | | |
an accomplished communicator | |
| 1 | 2 | 3 | 4 | 5 |
check written work for errors before submission | x | | | | |
use a range of ICT packages to support work | | | | x | |
express and convey ideas appropriately and accurately in writing | | x | | | |
successfully give a presentation or demonstration | | | | x | |
demonstrate that information being received is understood by using a range of verbal and non-verbal signals | | | | | x |
understand when people have taken account of your views and you of theirs | | | x | | |
professional and adaptable | |
| 1 | 2 | 3 | 4 | 5 |
recognise and develop skills and competencies required for learning and future employment | | | | x | |
develop opportunities for learning activities through current and future roles | | | x | | |
identify when extra support and help may be useful | | x | | | |
understand the importance of actively reviewing and maintaining your own development plan in order to set appropriate learning targets | | | x | | |
maintain positive attitudes to work and understand when a task has not been completed well and identify changes for the future | | x | | | |
understand how to gain feedback on work or performance | | x | | | |
an efficient planner and time manager | |
| 1 | 2 | 3 | 4 | 5 |
plan day in order to manage time more effectively | | x | | | |
apply suitable approaches and put in extra effort if required in order to meet tight deadlines | | x | | | |
prioritise own and others’ work | | | x | | |
identify resources required to complete a set task | | x | | | |
harness motivation and hard work to assist in the completion of work objectives | | x | | | |
an independent learner and researcher | |
| 1 | 2 | 3 | 4 | 5 |
work without supervision and use own initiative | | | x | | |
maintain effectiveness in changing environments | | | x | | |
make appropriate adjustments when undertaking tasks | | x | | | |
keep track of work schedules and deadlines by applying multi-tasking abilities | x | | | | |
able to devise own approaches to projects | | x | | | |
able to set own questions and work alongside colleagues in different environments | | x | | | |
reflective, self aware and self motivated | |
| 1 | 2 | 3 | 4 | 5 |
establish a course of action for self and evaluate own performance | | x | | | |
recognise personal successes | | x | | | |
set own goals and review these systematically | | x | | | |
review any gaps in understanding and knowledge | | | x | | |
find opportunities to enhance and develop transferable skills within and outside of the curriculum | | | x | | |
adjust to meet different work styles | | | | | x |
knowledgeable in their subject area | |
| 1 | 2 | 3 | 4 | 5 |
generate and recognise best practice and apply imaginative ideas to different situations | | x | | | |
work out a preferred course of action | | | | | x |
think laterally and encourage others to do so and consider how they approach an unconventional task | | x | | | |
present complex and unusual ideas to friends and colleagues | | | x | | |
information literate and IT literate | |
| 1 | 2 | 3 | 4 | 5 |
comfortable using computers, including different applications in context | | x | | | |
knowing where to use information and how to cite and reference | x | | | | |
understanding how to use different software effectively | | | x | | |
able to keep up to date with current IT applications and how they can be used to enhance work within and outside college | | | x | | |
able to evaluate the effectiveness of different information sources | | x | | | |
able to make effective use of the library and internet resources | | | x | | |
competent in applying their knowledge and skills | | | | | |
| 1 | 2 | 3 | 4 | 5 |
able to apply their knowledge in everyday situations | | | x | | |
develop key communication skills to help apply knowledge | | x | | | |
able to apply theory to practice where appropriate | | x | | | |
Art Skills | | | | | |
| 1 | 2 | 3 | 4 | 5 |
Create art related to a media format (games, film, animation) | | x | | | |
Develop initial ideas to create a finished graphic product | x | | | | |
Produce a professional quality image using graphic software | x | | | | |
Create a 2D image to a professional standard | x | | | | |
Create a 3D image to a professional standard | | | | x | |
Use effective research to develop techniques in design | | x | | | |
Filming/Editing/Sound Skills | | | | | |
| 1 | 2 | 3 | 4 | 5 |
Create realistic and effective foley, using effective recording techniques. | x | | | | |
Use software to create syncronised audio SFX and music. | | x | | | |
Use a range of effects to create interesting SFX. | | x | | | |
Use camera equipment effectively to create high quality footage. | | x | | | |
Understand aperture, shutter speed, ISO, resolution, focal lengths, application of different lenses. | | | | x | |
Use a range of different camera angles/shots to create interesting shots. | x | | | | |
Use film editing software to edit footage to create interesting edits. | x | | | | |
Understand and apply colour correction to footage to enhance quality. | | | | | x |
Export video footage in a range of formats with an understanding of the quality, resolution, size and appropriate destination media format. | | | x | | |
Edit photos to enhance the overall quality suitable to end use requirements. | | x | | | |
Use photo editing software to create new pieces of art. | x | | | | |
Export photos using correct formats for destination media requirements. | | | x | | |