Feedback on performance is one of the most important factors to learning (Cavalcanti et al., 2021). But feedback need not come only from instructors. Students can learn from getting feedback from other students. It not only improves their work but also teaches them to
The animals went in two by two to be saved from the flood. To some students, doing poorly on the first exam is also a calamity of biblical proportions. A bad first grade is often nearly impossible to recover from if no changes to studying
My husband just took a wood-turning class, and the night before, he slept very little, worrying about his skills and whether he’d be able to complete the course projects. This from a person who builds houses, boats, and furniture, who forges knives, can repair just
Why is this article worth discussing: College doesn’t offer students much guidance or practice self-assessing. In college, teachers grade student work. Students don’t have the expertise or objectivity that accurate assessments require. But some teachers have explored approaches that develop students’ self-assessment skills and work
I’ve been refining my thinking about self-assessment with help from a colleague and some reading. Much of what I’ve been considering applies to teacher self-assessment as well. Self-assessment is another of those loosely used terms that refers to different activities. It’s regularly equated with self-reflection,
I’ve never been a big fan of lists and checklists. Their condensed statements oversimplify and sound definitive, as if that’s all there is to know. Often, they claim more than they can deliver— “best policies to prevent multitasking,” for instance. My hesitancy about them rubs
There’s advice and there are activities that can help develop students’ abilities to offer constructive feedback and use the feedback they receive from peers to more accurately self-assess and improve their work. Those aren’t skills that college students today widely possess, but they’re skills that
Exemplars are “carefully chosen samples of student work which are used to illustrate dimensions of quality and clarify assessment expectations” (p. 1315). In addition to offering this definition, Carless and Chan (2017) provide a rationale for using them: “Unless students have a conception of what
Teachers can’t monitor what’s happening in multiple groups. Students, on the other hand, know exactly what’s happening in their group—who’s contributing what in the group as well as what they’re doing. From that position they can make judgments and offer peers feedback. The potential benefits
A new study in Active Learning in Higher Education (see reference below) motivated me to take another look at the research on student self-assessment. It’s decidedly mixed, which isn’t unexpected given the range of self-assessment tasks used in the research, not to mention cohort and
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