assessment for learning

5) students use assessment criteria and peer/instructor feedback to evaluate thEIr own learning and determine how they will improve the quality of their work. 

Students use the assessment criteria to evaluate and reflect upon their own work.

• Feedback Motivation, and Feedback Behavior: How Are They Associated with Learning Outcomes? Study looked at students’ perceived teacher feedback practices and explored how teacher feedback, student feedback motivation and feedback behavior were associated with exam performance.

Students use the analysis of the feedback received to strategize how to improve current and/or future assignments.

• Conditions that Enable Effective Feedback Article describes 12 conditions that enable successful feedback in higher ed.

• Provide a metacognitive question on each assessment.

• Have students discuss examples of good and bad proofs in groups during class.

• Have a protocol that guides students to reflect about their learning.

• Provide time for reflection and planning how to improve learning during class.

Students are provided opportunities to revisit course materials and reflect on feedback to deepen their understanding of the course content. 

• Use exam wrappers to help identify strengths and weaknesses.

• Metacognitive Self-Regulation in STEM article discusses findings from study targeting metacognitive regulation by guiding students through self-evaluation assignments.

• Use Revise and Resubmit Instead of Extra Credit Faculty Focus article about the importance of resubmittal for learning.

• Provide students an opportunity to engage with the feedback received and have them reflect on it: Agency: What were your strengths and how might you continue to employ these strengths throughout future assignments? Awareness & Cognizance: Is the feedback provided clear? Volition: Do you have a plan for how you will work to incorporate the feedback in future assignments? 

• Provide specific examples of skills from exams or quizzes that need more work (or to prompt office visits).

• Students use precise, descriptive, and actionable rubrics to improve their work.