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Описание: Enabling Students to write meaningful feedback for themselves Abstract: This poster discusses our FLP Pilot which is sharing theory and practice on self-feedback to enable UoM lecturers to use it in their teaching. It builds on a presentation from last year which explained how self-feedback has been shown to increase student’s intellectual development and attainment in assessments without direct written teacher comments, enabling it to scale to large numbers of students. Self-feedback enables students to write meaningful feedback for themselves to support their own learning. It does this by lecturers writing a series of reflective questions to be answered by students which make students’ inner feedback explicit. Inner feedback is defined as “the new knowledge that students generate when they compare their current knowledge against some reference information guided by their goals” (Nicol 2021). The poster will include graphics from a student poster promoting self-feedback which was co-designed with a student partner. The pedagogy has wider resonance beyond the conference as prior to this project the pedagogy has been shared by the authors with over 590 educators in 18 workshops internationally and in June is to be presented as a mini keynote at the Assessment in Higher Education conference. The poster will also include details of our Peer Action Learning (PAL) network of academics across all three faculties who receive expert advice and peer support to implement self-feedback in their teaching and will take part in an evaluation of self-feedback across the university. via dx.doi.org/10.25416/NTR.25997314

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