Using student self-assessment to steer feedback


  • Klaudia Budzyn Monash University
  • Osuri Manatunga Monash University
  • Nirma Samarawickrema Monash University
  • Elizabeth Davis Monash University


assessment, evaluative judgement, feedback


BACKGROUND Students might better engage with feedback if they are responsible for steering the feedback process. However, this requires them to first accurately assess the quality of their work. AIMS To determine whether providing students with a structured self-assessment method prior to submission influences their confidence with this process. DESCRIPTION OF INTERVENTION Students were asked to complete a brief self-assessment of one of their laboratory reports, which markers then used to guide their feedback to each student. DESIGN AND METHODS Participants were undergraduate students undertaking a second-year pharmacology unit in semester 2, 2018 (n=117/265 enrolled). Students were invited to complete an anonymous survey asking them about their perceptions of self-assessment. RESULTS 55% of respondents indicated that they found feedback useful following self-assessment. Of these respondents, 54% indicated that being able to first specify areas of difficulty was the reason why. However, 34% of all respondents indicated that they still lacked confidence in accurately evaluating their work. CONCLUSIONS Students’ lack of confidence in their ability to self-evaluate suggests that perhaps they are not given sufficient opportunity to practice this skill. Although our current model could be extended into any setting, the value of self-evaluation first needs to be understood by students in order to promote their full engagement with this process.

Author Biographies

Klaudia Budzyn, Monash University

Department of Pharmacology

Osuri Manatunga, Monash University

Department of Pharmacology

Nirma Samarawickrema, Monash University

Department of Biochemistry & Molecular Biology

Elizabeth Davis, Monash University

Department of Pharmacology