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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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Good question stems
Students answer questions to encourage deeper thinking and reflection. Typical questions might be: Why does …? What if …? How would you …? Could you explain …? What might …? Why use it (students and staff) Can be used to encourage peer activity Develops student self-regulation – what do students know about a subject and its relationship…
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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…