<abstract xmlns="http://www.w3.org/1999/xhtml"> 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.</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 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.

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

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

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper describes our experience of introducing a structured format for students requesting formative feedback on draft work. Initially the aims were to...

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

Published Online: Mar 03, 2015

Page range: 160 - 171

DOI: https://doi.org/10.2478/eurodl-2014-0026

Keywords
Self-assessment, Formative feedback, Dialogue, Student support, Distance learning, Interaction

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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

Published Online: Mar 03, 2015

Page range: 160 - 171

DOI: https://doi.org/10.2478/eurodl-2014-0026

KeywordsSelf-assessment, Formative feedback, Dialogue, Student support, Distance learning, Interaction

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Keywords
Self-assessment, Formative feedback, Dialogue, Student support, Distance learning, Interaction