Self-evaluation

Self-evaluation involves learning how we learn, whereas self-assessment is what we learn.

To train students in self-evaluation, use questions such as:

  • Think about what has happened when the learning has taken place
  • What really made you think? What did you find difficult?
  • What do you need more help with?
  • What are you pleased about?
  • What have you learnt new about x?
  • How would change the learning activity to suit another class?

Example instructions to students:

Use the question prompts to help you learn how you learn. Think about what has happened when the learning has taken place 

Why use it (students and staff)

  • To enhance students’ reflection/awareness on their progress 
  • It provides an opportunity to generate feedback  
  • It fosters assessment literacy 
  • It allows students to monitor and validate their own progress 
  • Good preparation for professional reflective portfolios 

When to use it

  • Ideally ongoing (embedded throughout a programme or module)
  • Half-way through the term
  • After introducing challenging concepts;
  • Contributing to a capstone project 
  • As part of group work
  • As a revision tool in preparation for summative assessment 

Digital tools that might be used

  • My portfolio 
  • Reflect 
  • Moodle quiz 
  • Moodle Forums 
  • OneNote 
  • Uploads on Moodle 

Speed of set up time 

  • Proportional to the scale of evaluation (1 min to 1 hour) 
  • Ongoing practice 

Workload

  • Outline the requirements;
  • Prepare rubrics/criteria;
  • Prepare or keep exemplars 
  • Familiarise and preparing students with the concepts and benefits ; 
  • Oversight of the output;
  • Design the instrument/tool ;
  • Maintenance and alignment  

Other resources

  • Exemplars (access to previous feedback)
  • Non-written evaluation opportunities (video / audio)
  • External support and resources (vocational);  
  • Opportunity for peer-discussion 

Examples of staff use

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