Integrating self-assessment and reflection A more effective solution involved closing the feedback loop by asking students to keep a reflective journal giving their response to the feedback. One university found that rather than undertaking self-assessment, students used cover sheets to write a 'shopping list' of what they wanted from tutors. For example an assignment cover sheet can be a useful reflective tool but simply giving students a form to fill in doesn't necessarily challenge a teacher-centric approach. The means of capturing self-assessment and reflection also needs to facilitate dialogue around that reflection.

This creates a mindset that assessment is the tutor's responsibility. Students' ability to self-assess and regulate their learning is often undermined by a transmission model that treats students as passive recipients of feedback delivered by tutors. The aim is to create a learning experience in which students can take responsibility for setting their own learning goals and evaluating progress in reaching those goals. Helping students better understand their own level of achievement is likely to reduce costly and time-consuming appeals and complaints. Research shows that a combination of student self-reflection and peer review is most likely to result in deeper learning. It's only when learners actively engage with the assessment criteria and process of evaluating performance against those criteria that they are able to use feedback in a way that leads to improvement. Simply providing feedback does not achieve this. Why is student self reflection important?Ī key goal of formative assessment and feedback is to help students develop as independent learners capable of monitoring and regulating their own learning.

Appr self reflection examples