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
- Moodle quiz
- Moodle Forums
- Uploads on Moodle
Speed of set up time
- Proportional to the scale of evaluation (1 min to 1 hour)
- Ongoing practice
- 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
- Exemplars (access to previous feedback);
- Non-written evaluation opportunities (video / audio);
- External support and resources (vocational);
- Opportunity for peer-discussion
Examples of staff use
- Teaching toolkit: Guided Marking
- Case study: Engaging students in active reflection as part of the academic feedback cycle