Introducing a Structured Format for Learner Self-Assessment: The Tutor's Perspective

Jacobs, Clare and Winnard, Yvette and Elliott, Vicki (2014) Introducing a Structured Format for Learner Self-Assessment: The Tutor's Perspective. European Journal of Open, Distance and E-Learning. ISSN 1027-5207 (Draft)

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Abstract

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 self-assessment 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.

Item Type: Journal Article
Additional Information: Citation: Jacobs, C., Winnard, Y., & Elliott, V., 2014. Introducing a Structured Format for Learner Self-Assessment: The Tutor's Perspective, European Journal of Open, Distance and E-Learning, [Online]. Available at: http://www.eurodl.org/?article=525.
Faculty: Faculty of Medical Science
Depositing User: Mr I Walker
Date Deposited: 28 Jan 2015 11:33
Last Modified: 07 Jul 2016 12:52
URI: http://arro.anglia.ac.uk/id/eprint/338989

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