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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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Learning Journal
Create a learning journal in which students can reflect in and review their learning. It could include tutorial actctivites, target setting, aims and goals etc. Why use it (students and staff) To monitor learning To promote and enhance reflection To review learning processes and trigger meta-learning processes To make links between learning experiences To set…
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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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Group Feedback
Group feedback to a lecturer concerning peer-assessment of work can help make the lecturer aware of learning needs in a manageable way. If a group feed back on an activity, it generates more attention and presents information that has already been ordered and sorted (meaning less repetition for the lecturer). Why use it (students and…
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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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Long and short term
To draw together progression with the big picture students set short- and long-term targets. The short term targets could be reviewed weekly or fortnightly and the long term targets at the end of term. Having a long term target may give more cogency to the students’ and lecturers’ short term targets. It may also…
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Self-assessment targets
Students give themselves targets based on their self-assessment. These learning goals could be recorded somewhere and revisited (i.e. a learning diary or an e-portfolio). They could be compared to the lecturer’s targets and the two brought to consensus if different. Why use it (students and staff) Reflect on learning during a session or over a…
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Student Review
Students review their own learning either in groups or individually. This could be done as a plenary, mini-plenary or as an activity to help planning for future revision or the remainder of the course. Example instructions for students: Review your own learning either in a group or individually. Why use it (students and staff) Develop…