Feedback+and+Interdependent+Learner

// Paul Orsmond // // Wednesday, 29 August, Symposium // // Verslag door: Caspar Groeneveld // High achieving students deal differently with feedback than non-high achieving students, and high achieving students rely more on self-assessment, while average students in comparison rely more on teacher assessment.
 * Feedback and the Interdependent Learner **
 * Korte Samenvatting **

Self-assessment is the way students assess their own work. High achieving students appear to aim at assessing themselves, and do assess their own work with norms they internalized from their tutors or from their peers, while non-high achieving students, even when they advance in their studies, keep looking for what their tutors expect.

The question then is how to encourage students to use more self-assessment. Tutors have, however, limited influence over how students assess themselves, but they can help develop self-assessment practice. This Mr. Orsmond calls the GOALS process: G – What outcomes do I need to Grasp? O – How can I Orientate to self? A – What Actions do I need to take to achieve my outcomes? L – What type of Learning evaluation? S – What strategies do I need to develop? It is not too clear how GOALS can be put to practice. What is clear, is that being explicit about what you expect from a student on a task or assessment (what are you criteria) and how well you expect them to perform on these (what is the expected level on the criteria) helps students internalizing norms and improves self-assessment. In short: students learn better when they are better able to assess their own work. We can help weaker students by being explicit about criteria. Identifying the problem is easier than presenting a solution. Still, Mr. Orsmond provides a practical suggestion to improve self-assessment, and for that his presentation is valuable. The paper is discussed within the subject of feedback. Most applicable for me is the finding that it helps enormously to be clear and explicit about criteria you use to evaluate a student, and the expected level on these criteria. This helps students tremendously in their ability to assess their own work and to make your, explicit, expectations their own.
 * Inzichten **
 * Review **
 * Toepasbaarheid **