Introducing a Structured Format for Learner Selfassessment: the Tutor’S Perspective

• Authors: Clare Jacobs , Yvette Winnard , Vicki Elliott
• Languages of publication: EN

Abstracts

EN

This paper describes our experience of introducing a structured format for students requesting formative feedback on draft work. Initially the aims were to encourage the development of selfassessment skills in distance-learning students and to develop the dialogue between student and tutor. In 2013 we considered the benefits of this initiative could be applied to campus based students with a similar profile. The experiences of staff involved in this process were collated and the advantages and challenges recorded. Our experience confirms this process results in high quality, specific and consistent feedback which can impact on students’ success in summative assessment. The development of trust in the process results in useful dialogue and increased self-esteem as students gain confidence in their critical-thinking skills. An unexpected benefit shows students utilise the process to express anxieties about, not only their studies, but personal and work challenges, thereby enabling us to provide additional support. The most challenging aspect for tutors is the time required to provide feedback in this format. This process highlights distinct benefits for students and in our view these outweigh the issue of tutor time, but resources need to be addressed before it can be used effectively for larger cohorts.

Keywords

EN

Self-assessment; Formative feedback; Dialogue; Student support; Distance learning; Interaction

• Publisher: Sciendo
• Journal: European Journal of Open, Distance and E-Learning
• Year: 2014
• Volume: 17
• Issue: 2
• Pages: 160-171

Dates

published

2014-12-01

online

2015-03-03

Contributors

author

Clare Jacobs

author

Yvette Winnard

author

Vicki Elliott

• Faculty of Medical Science, Department of Allied and Public Health, Anglia Ruskin University, United Kingdom

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Identifiers

DOI

10.2478/eurodl-2014-0026