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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…
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Peer Marking
Students mark each others’ wotk according to assessment criteria. It encourage reflection and thought about the learning as well as allowing students to see model work and rason past misconceptions. Oppotunities to do this throughout sessions and schemes of work. Why use it (students and staff) Encourages reflection and thought about the learning as well…
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Student Marking
By taking part in the process of assessment, students gain a deeper understanding of topics, the process of assessment and what they are doing in their own work. This helps to make them more aware of ‘what learning is’ and thus see their own learning in this way. Example instructions to students: Self-mark or peer-mark…
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Exemplar Work
Students are shown anonymised exemplar of work/ previous assignments to develop an understanding of standards and criteria. Students can be asked to mark exemplar work individually or in groups to develop a better understanding of the process of assessment. Why use it (students and staff) Develop an awareness of standards; Assessment literacy; Enhance independence and…
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Students write questions
Students create and submit questions to the class about what they would like to know more about a topic. For example: about what they would like to know on a topic, to ask the lecturer or other students in order to assess their learning, or to demonstrate their learning, misconceptions, or areas they would like…