Improving the feedback mechanism and student learning through a self-assessment activity

Abstract

Effective and constructive teacher-provided feedback on formative and summative assessment tasks is central to student learning. Yet some teachers feel insufficiently motivated to provide such feedback, and teachers and students report that students are often more interested in simply discovering their grade than appreciating, or even reading, written comments on their assignments. This paper offers evidence that supports these observations and then reports the findings of a unique self-assessment activity that was designed to address these entwined problems with the feedback mechanism. The activity, based on the principles of Learning-Oriented Assessment, involved tutors providing written feedback, but withholding final grades, on assignments submitted by a cohort of 2nd and 3rd Year History students. Giving consideration to supplied assessment criteria and grade descriptors, and the feedback they received, the students were then required to award themselves a grade and write a 100-word justification, which was submitted to the tutor. Analysis of the grades awarded by the students and tutors, and an evaluation of the exercise administered by an anonymous and non-compulsory questionnaire, revealed a high degree of grade agreement, and that students became much more motivated to read and heed the feedback they received. Moreover, the students reported gaining a greater understanding of the assessment criteria, the work required to attain a particular grade, and the means for improving their written work.