Assessment and critical reflection
In my degree program, I managed to acquire sufficient knowledge, skills and values for different subjects and disciplines. While I was a student, I would perform various assignments that my lectures offered me, and I would do them within a specified period. I had a strict lecturer, especially the one who taught me statistics. During the initial period of my lessons, I developed excitement because I loved my course and the subjects too. I had a passion for the course that I was about to pursue (Kinsella 2007). While studying, I came to realize that for one to grasp and master a concept, one had to perform it severally. The ideas and concepts that the lecturer introduced to me seemed tough, and I could hardly understand any (Minott 2009). For example, it took longer before I could master the Idea behind the presentation of data with graphs and pie charts. Often, I would draw the pie charts and bar graphs to impress my lecturer, but I could not understand the significances of presenting data in graphs. However, I had realized that the concept was merely a data analysis and to achieve a general over view. From this experience, I realized that learning is a gradual process that takes some time before an individual becomes a master. I also developed a habit to attend the lessons and this motivated me to learn faster (Brodie & Irving 2007). My experiences also taught me that humans must undergo frequent training in order to master a concept. Humans must develop an interest in learning before they begin to learn. I had a passion for pursuing my degree, and that passion was the driving force behind my success in learning. I enjoyed every bit of time that I spent while studying. ReferencesBrodie, P., & Irving, K. (2007). Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education, 32(1), 11-19. Retrieved from Academic Search Premier.Kinsella, E. (2007). Embodied Reflection and the Epistemology of Reflective Practice. Journal of Philosophy of Education, 41(3). Retrieved from Academic Search Premier.Minott, M. (2009). The role of reflection in the differentiated instructional process. College Quarterly, 12(1), Retrieved from ERIC database