You will be aware of the research that identifies student self-assessment as an important aspect of formative assessment. To be a successful learner, students need to know how they learn as well as what they learn.
We have structured OTISA so that your students have multiple opportunities to consider their learning and reflect on what they are doing.
As they complete each activity, if they have errors, students are asked to think about and reconsider their answers before checking the explanations. This is a graduated process that first offers them the opportunity to go back and ‘have another go’ without any extra assistance. Then they can choose to see which answers are correct before they make another attempt. As they make each decision, they are challenged to engage with the learning.
If you explain this process to your students you will be encouraging them to take responsibility for their own learning, a key ingredient for success.
At the end of each Taking it Further section, students are asked to rate their understanding of the element. This rating is submitted to you, and can be used formatively by you. As part of your feedback to the students you might confirm their personal rating or question them about it. Students who rate themselves too severely might need reassurance about their performance, while those who rate themselves too highly might need help in order to assess their performance more realistically. The performance summary to which you have access as part of the teacher reporting functionality could be useful here, and could be shared with students.
Students are also asked to identify aspects of the element that they don’t fully understand, and to consider where they might get assistance to improve their understanding. This latter question is designed to encourage students to be active participants in the learning process. You will encourage your students to value the process of self-assessment and to take it seriously when you comment, (via the electronic comment facility) on what students write in this section