Using student self-assessment to steer feedback

BACKGROUND Students might better engage with feedback if they are responsible for steering the feedback process. However, this requires them to first accurately assess the quality of their work. AIMS To determine whether providing students with a structured self-assessment method prior to submission influences their confidence with this process. DESCRIPTION OF INTERVENTION Students were asked to complete a brief self-assessment of one of their laboratory reports, which markers then used to guide their feedback to each student. DESIGN AND METHODS Participants were undergraduate students undertaking a second-year pharmacology unit in semester 2, 2018 (n=117/265 enrolled). Students were invited to complete an anonymous survey asking them about their perceptions of self-assessment. RESULTS 55% of respondents indicated that they found feedback useful following self-assessment. Of these respondents, 54% indicated that being able to first specify areas of difficulty was the reason why. However, 34% of all respondents indicated that they still lacked confidence in accurately evaluating their work. CONCLUSIONS Students’ lack of confidence in their ability to self-evaluate suggests that perhaps they are not given sufficient opportunity to practice this skill. Although our current model could be extended into any setting, the value of self-evaluation first needs to be understood by students in order to promote their full engagement with this process

Assessment literacy: Exploring institutional, teacher and student perspectives

BACKGROUND Assessment literacy is students’ understanding of the purpose and process of assessment, the ability to judge/evaluate their response to assessments, identify strengths/weaknesses and strategies to improve their work. Engaging students with activities that foster assessment literacy enhances learning potential and ensures development/demonstration of attributes necessary for work and lifelong learning. AIMS Explore to what extent we provide students opportunities to develop assessment literacy. DESIGN AND METHODS We gathered institutional, staff and student data from final-year units in five courses. By developing a tool based on Monash’s Assessment Framework1, we mapped all assessments to identify the extent to which literacies are developed. Through staff interviews we investigated strategies adopted to develop assessment literacy, and surveyed students to explore their perspectives on assessment literacy. RESULTS Our tool effectively mapped assessment types, highlighting range, gaps and areas for improvement. Staff interviews revealed that strategies applied were course-specific, with vocational courses employing more career-focused assessments. Overall, final-year students demonstrated attributes associated with assessment literacy, critical for developing evaluative judgement. CONCLUSIONS Our systematic approach to mapping assessment literacy could potentially be applied to any course in order to ensure that assessments are fit for purpose. 1Monash Assessment Vision: http://www.intranet.monash/learningandteaching/learningandteachingquality/assessment-visio