Self-evaluation
Overview of how to design a digital learning activity where students examine how they learn.
29 April 2021
About this activity
Self-evaluation involves learningÌýhowÌýwe learn, whereas self-assessment isÌýwhatÌýwe 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 questionÌýpromptsÌýto helpÌýyouÌýlearnÌýhowÌýyou learn.ÌýThink about what has happened when the learning has taken place.
Why use it
- To enhance students’ reflection/awareness on their progressÌý
- It provides an opportunity to generate feedbackÌýÌý
- It fosters assessment literacyÌý
- It allows students to monitor and validate their own progressÌý
- Good preparation for professional reflective portfoliosÌý
When to use it
- Ideally ongoing (embedded throughout a programme or module);Ìý
- Half-way through the term;Ìý
- After introducing challenging concepts;
- Contributing to a capstone projectÌý
- As part of group work;Ìý
- As a revision tool in preparation for summative assessmentÌý
Digital tools that might be used
- My portfolioÌý
- ¸é±ð´Ú±ô±ð³¦³ÙÌý
- Moodle quizÌý
- Moodle ForumsÌý
- °¿²Ô±ð±·´Ç³Ù±ðÌý
- Uploads on MoodleÌý
Speed of set up timeÌý
- Proportional to the scale of evaluationÌý(1 min to 1 hour)Ìý
- Ongoing practiceÌý
Workload
- Outline the requirements;
- Prepare rubrics/criteria;
- Prepare or keep exemplarsÌý
- Familiarise and preparing students with the concepts andÌýbenefits ;Ìý
- Oversight of the output;
- Design the instrument/tool ;
- Maintenance and alignmentÌýÌý
Other resources
- Exemplars (access to previous feedback);Ìý
- Non-written evaluation opportunities (video / audio);Ìý
- External support and resources (vocational);ÌýÌý
- Opportunity for peer-discussionÌý
Examples of staff use
- Teaching toolkit:ÌýGuided Marking
- Case study:ÌýEngaging students in active reflection as part of the academic feedback cycle
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