In promoting self-directedness, our process at MCNY’s Learning Enhancement Center begins by having the student construct learning goals. A qualitative analysis of these student learning goals was conducted based on the premise that a student’s ability to articulate a goal in a clear, specific, complex, and measurable manner will improve over time. Although our findings did not support our hypothesis, the complex exercise of creating a customized rubric to measure the goals helped us arrive at a standardized evaluation method and build a transparent self-assessment tool to foster independent learning. This attempt to quantify student learning goals created successful iterative loops, which married research discussion with the refinement of pedagogical practices aimed at raising the quality of student learning goals.
Kannan, Jaya et al. "Using Learning Goals to Promote Self-Directedness: How Problems in Research led to Solutions in Teaching." Journal for the Advancement of Educational Research 7.1 (2011): 103-107.