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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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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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Muddiest Point
Students write down one or two points on which they are least clear. This could be from the previous session, the rest of the course, the preceeding activity etc. The lecturer and class can then seek to remedy the muddiness. Example instructions for students: Write down one or two points from the previous session that…
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Tell your neighbour
Students ‘tell their neighbour’ as a means of articulating their thoughts. Ask a question, give thinking time, then ask students to tell their neighbour their thoughts. Tell students what the new topic is and then ask them to tell their neighbour everything they know about it. Why use it (students and staff) To build confidence; To…
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Talk partners
As a plenary or a starter to a session, students share with a partner: 3 new things they have learnt, what they found easy, what they found difficult, someting they would like to learn in the future. Example instructions for students: In pairs, discuss 3 new things you have learnt or what you found easy…
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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…
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Minute paper (or one sentence summary)
Students identify the most signifiant (useful, meaningful, unlikely) thing they have learnt during the session or course. Example instructions for students: Write for 1 minute on a given topic and receive feedback Why use it (students and staff) Enables reflection on what students have learnt or understood; Provides a snapshot of whole class; Offers potential for rapid feedback. When…