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Self-assessment encourages students to be reflective about their learning, and helps to develop their skills in judging, and therefore improving, their work' (p.150, Kear, 2011). They become more aware of the gaps in their knowledge and understanding providing them with feedback on areas to develop, and an opportunity to reflect upon the skills and experience they have gained.

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REFLECTION - valuable aspect of learning and improvement.

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REFLECTION - valuable aspect of learning and improvement.

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Undertaking reflective practice as part of self assessment and formative feedback.

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James Gordon-Hall
jgordonhall@lincoln.ac.uk
Currently available in Centre on days teach
Tuesday & Wednesday

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Hesketh and Laidlaw (2002) identify a number of barriers to giving effective feedback:

a fear of upsetting the learner or damaging the learner-teacher relationship

a fear of doing more harm than good

the learner being resistant or defensive when receiving criticism. Poor handling of a reaction to negative feedback can result in feedback being disregarded thereafter

feedback being too generalised and not related to specific facts or observations

feedback not giving guidance on how to rectify behaviour

inconsistent feedback from multiple sources

a lack of respect for the source of feedback.

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Feedback is central to developing learners' competence and confidence at all stages of their education and professional careers. Feedback can be either Formative or Summative - find out more below:
https://www.imperial.ac.uk/students/success-guide/ug/assessments-and-feedback/improving-through-feedback/understanding-feedback/

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What is feedback? Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at different stages of their learning, raise awareness of their strengths and potential areas for improvement, and identify actions to be taken to improve performance.

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What is feedback? Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at different stages of their learning, raise awareness of their strengths and potential areas for improvement, and identify actions to be taken to improve performance.

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What do you expect to be told when receiving feedback from a tutor?

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What do you expect to be told when receiving feedback from a tutor?

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Clearly this can be different to what you might like to be told.

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What is feedback and why is it benefical?

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What is feedback and why is it benefical?

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Feedback can be developmental (Formative) or Summative, formal or informal, written or spoken, and come from many people, including your Subject Tutor, Lecturers, Personal Tutor, Peers or even through reflection, yourself.
Feedback helps you understand where you are in terms of your learning as follows:
1. Facilitates the development of self assessment (reflection) in learning.
2. Encourages teacher and peer dialogue  around learning.
3. Helps clarify what good performance is (goals, criteria, standards expected).
4. Provides opportunities to close the gap between current and desired performance.
5. Delivers high quality information to students about their learning.
6. Encourages positive motivational beliefs and self-esteem.
7. Provides information to teachers that can be used to help shape the teaching.