The process of self-checking is more than just completing a multiple-choice quiz and
receiving a grade. In this process, students complete a formative or summative assessment,
receive feedback, and then “identify strategies that improve their understanding and
skills” (McMillan & Hearn, 2008). Feedback can come from the instructor, a classmate,
and/or electronically and is most effective when it provides information how students
are doing in relation to the learning objective.
- Utilize Student Response Systems to monitor students’ understanding of a course concept
during a lecture, through a module, and/or in the beginning of the unit.
- Create practice quizzes in D2L with built-in feedback and allow students to take the
quizzes until they have achieved the learning objectives.
- Introduce the peer review process to your students in which they provide constructive
criticism to each other to improve upon the organization and cohesion in their writing.
- Provide feedback to students for written assessments in OneDrive by adding comments
at specific points within the assignment.
WCU Supported Tools:
Tips for using Feedback/Self Check:
- A feedback conversation should be cyclical in that instructors/peers are providing
feedback, students are making improvements, and instructors/peers are reviewing work
again until the learning objective has been achieved (Evans, 2013).
- If your students are going to review each other’s work and provide feedback, don’t
overlook the importance of training them how to provide feedback. Take the time to
model the peer review process for them by providing a sample work and even provide
feedback on the students’ feedback throughout the peer review process (Min & Xuemei,
- The timing of feedback matters. Students benefit from immediate feedback as opposed
to delayed feedback. Do what you can to provide feedback in a timely manner and especially
before major assessments (Opitz et al., 2011).
- Be as specific as possible in your feedback. Avoid phrases such as “good job” or “needs
improvement” do not benefit the learner. Let them know exactly what they did well
and what needs to be improved (Hattie & Timperley, 2007).
Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review
of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,
77(1), 81–112. doi: 10.3102/003465430298487
McMillan, J. & Hearn, J. (2008). Student self-assessment: the key to stronger student
motivation and higher achievement. Educational Horizons, 87(1), 40-49.
Min, G., & Xuemei, S. (2016). Study on Training Strategies for Effective Peer Review. Cross-Cultural
Communication, 12(12), 40–44. doi: 10.3968/9141
Opitz, B., Ferdinand, N. K., & Mecklinger, A. (2011). Timing matters: the impact of
immediate and delayed feedback on artificial language learning. Front. Hum. Neurosci. 5:8. doi: 10.3389/fnhum.2011.00008