1. Self assessment of skills: a lifelong process Di Turgoose and Marian Ryan di.turgoose@dmu.ac.ukdi.turgoose@dmu.ac.uk mryan@dmu.ac.ukmryan@dmu.ac.uk

2. SELF ASSESSMENT OF SKILLS Self assessment has been recognised as ‘an effective tool for reflection, meta-cognition, and motivation’ (Wasker, 2009), promoting ‘improved student self- efficacy and confidence to learn’ (McMillan and Hearn, 2008) and ‘a critical ingredient for students’ lifelong learning’ (Tan, 2008, cited by Wasker, 2009). Can skills’ self assessment play a part in redressing the perceived skills deficit amongst tertiary-educated adults (OECD, 2014)? What is the e-self assessment exercise? At De Montfort University all new level 4 undergraduates are invited to complete an anonymous skills self-assessment exercise. Students rate themselves as Confident, Quite Confident or Not Confident in seven skills areas.

3. All new level 4 students invited to complete e- induction 19 th August 2014 22 nd September 2014 Week 0 Induction week at DMU -1 st tutorial 3 rd October 2014 Week 1 Most of those who complete e-SAE have done so From mid October 2014 Reports for faculties and programmes 2 3 rd November 2014 Week 6 Students 2nd tutorial e-SELF ASSESSMENT TIMELINE

4. http://sae-dmu.induction.org.uk/login.aspx?skip=true

5. WHAT DOES THE DATA SHOW? Confidence levels were highest in Digital Literacy, Verbal Communication. Many students lacked confidence in Library/Information Skills, Employability and Reading. Student feedback ‘I have learned more about myself... know what I need to work on now during my time at university’ (2014) ‘great way to way to give an insight to a student for university and further career preparation’ (2014) ‘every section helped me to build up confidence’ (2014)

6. HOW IS THE SELF ASSESSMENT EXERCISE USED BY THE UNIVERSITY? Gives a snapshot of confidence levels at transition Personal Development Planning Resource for reflective modules and assignments Feedback from lecturers What do other institutions do to encourage students to review their skills at transition? ‘ the opportunity to be candid about where their weaknesses lie in an environment where it is safe to do so’ (Accountancy, 2012) ‘an invaluable tool to check out which skills need extra attention’ (Technology, 2012)

7. June July August September October November December Your story so far……………. Your last exam at school/college Results…. confirmation of a place at DMU e-Self Assessment Exercise So what is university really like? What’s new, what is different, what’s the same? What is expected of me? How am I going to manage my learning and study to maximise my success? What next…?

8. E INDUCTION AND INDUCTION Criminology & Criminal Justice [CCJ] profile E- induction – pre-study information/e-SAE Induction – e-SAE & CLaSS, Personal Tutoring [Weeks 0, 6 &22] SRS module, PDP, Peer Mentoring Scheme. The FE to HE chasm!

10. SELF REFLECTIVE – SRS MODULE Level 4 [Yr 1] 15 credits – 2 lectures, main delivery via workshops *Already completed e-SAE and met Personal Tutor Week 1 Orientation to module, what is a skill/how do I learn best? Week 2 Revisit the student journey & the e-SAE Week 3 Formative essay/self reflective sheet [/10] submission Week 4 Students mark own scripts & review self reflective Formative Assessment “personal development plan with regard to study & research skills“ – 500 words

12. SELF REFLECTIVE – SRS MODULE Week 5-8 Lab based PBL IT sessions - info retrieval & e.g Reading Week 6 Meet with Personal Tutors - PDP Week 7 Individual formative feedback returned Week 8-10 Collaborative working Week 11 Feedback on feedback presentation in groups Semester 2 - Weeks 15-25, 29-30 All workshops/no lectures Various Activities e.g. Correct the text [senses], SMART; SWOT etc Workshops - e.g. Reading – see next slide Feeds into further Personal Tutorial [week 22] and Summative Assessment PDP for the step up to year 2

14. Key areas? Explain how initially identified - e-SAE, assignment feedback, Personal Tutor etc.. Action taken to address? Explain why & how SMART criteria? How effective was the action taken? Outcomes of strategies employed? Refer to evidence! Future action to take to address each issue? - Build on evaluations/progress made & reflect on need for further action If addressed a particular issue[s] satisfactorily explain why… what do you now know that you did not know before? Summative PDP Essay Module Level Feedback - Students rated 4/5’s Increase in confidence Externals = excellent NSS & CLF – ‘increased’ satisfaction? Retention & Progression rates improved? Fewer BAP and Plagiarism referrals? Exponential rise in 1 st classifications?! The SRS effect?

15. REFERENCE LIST BURNS, T. and SEINFELD, S. (2012) Essential Study Skills; The Complete Guide to Success at University. [3 rd ed] London, Sage COTTRELL, S. [2013] The Study Skills Handbook. [4 th ed] Basingstoke, Palgrave Macmillan LEIGH, A. MATHERS, J. and TOWLSON, K. (2009) Information Source Evaluation Matrix, DMU McMILLAN, J. and HEARN, J (2008) Student Self-Assessment: The key to stronger student motivation and higher achievement. Educational Horizons, Fall 2008, pp.40-49 OECD (2014) Education at a Glance: OECD Indicators United Kingdom - Country Note. Paris, OECD WASKER, T. M. (2009) An action research study of student self assessment in Higher Education. Innovations in Higher Education. Vol. 34, pp. 299-306 YORKE, AND MANTZ, (2006) Embedding employability into the curriculum Learning and Employability Series 1. York, The Higher Education Academy

16. http://sae-dmu.induction.org.uk/login.aspx?skip=true

18. Reading

20. Feedback and Evaluation