1. Towards the Implementation of an Undergraduate Package for Self-Assessment to compliment the PASS Initiative Melanie Giles, School of Psychology Amanda Zacharopoulou, School of Law Joan Condell, School of Computing & Intelligent Systems

2. Background Feedback used in educational contexts is generally regarded as crucial to improving knowledge and skill acquisition. In addition to its influence on achievement, it’s also considered to be a significant factor in motivating learning (Shute, 2008).

3. Background However, it must be delivered appropriately and ‘received mindfully’ if it is to improve learning. More specifically, effective and useful feedback depends on: (a)Motive (the student needs it) (b)Opportunity (the student receives it in time to use it) (c)Means (the student is able and willing to use it)

4. The Problem Feedback on my work has helped me to clarify things I did not understand

5. The Solution Reflection is thought to enhance learning

6. Aim The aim of the present proposal was to encourage students to make more effective use of feedback by providing opportunities for reflection.

7. Aim It was hoped that this would in turn encourage them to process the information received at a deeper level with a view to improving subsequent performance.

8. Project Objectives  To refine and evaluate a 12-week Skills Development Program with incoming first students (n = 120).  To refine an already established method of assessment – structured feedback sheets – into a mechanism to aid reflection.  To develop a reflective workbook to help students in the process of self-assessment.

9. The Study Skills Programme  W hat is meant by good performance.  The rationale behind assessment.  The processes by which assessment can aid skills development.  The functions of reflective learning and self- assessment.

10. The Workbook  What is feedback? What is reflection?  Overview of first year modules.  Assessment requirements for each module.  A variety of reflection sheets tailored to each assignment and action plan templates.

11. The Workbook Reflecting on Feedback from Practical Report What is your reaction to the feedback received? Are you happy with your mark? If not, why not? Do you understand why you have achieved the mark you have? What did you do well? How do you know? What did you do to ensure success? What did you do less well? Why didn’t you perform as well in some areas? How will you apply this feedback to your next piece of work? What things might you do to improve?

12. PASS Sessions Weekly study groups facilitated by students in the year above – provide an opportunity for students to reflect on feedback with their peers.

13. Studies Advice Students meet with their Studies Advisers at regular intervals. Based on what they have already learned in the Skills Development Program, these meetings offer further opportunities for:  reflective learning  problem identification  strategic planning.

14. Evaluation  Qualitative comments were sought through focus groups, the staff/student liaison committees and via the studies advice system. Discussions during weekly PASS debriefs also provided valuable information.  Attendance of student cohort was monitored via the PASS process which allowed us to gauge the extent to which students were engaging with the materials.  A steering group comprising academic staff and student representatives (DPP) met regularly to review progress.

15. Findings  Workbook was a welcome development. Students particularly liked the detailed description of the assessment requirements for each module and the opportunity to record their marks in one document.  PASS sessions provided the ideal setting to complete the workbooks – many acknowledged they would be less likely to complete it on their own.  Most students seemed to enjoy the process of reflection and thought the booklet would be beneficial in terms of helping them to improve their grades.

16. Findings

17. Future Developments Modifications to study skills programme and tutorial programme with studies advisors. Increased focus on reflection.

18. Future Developments Feedback Plus – online tool to help students reflect on what they know or have learned. Can be used to reflect on feedback and plan for improvement.

19. For further information on PASS @ Ulster, please contact one of our Staff Coordinators:  Professor Melanie Giles (School of Psychology) E: ml.giles@ulster.ac.ukml.giles@ulster.ac.uk  Mrs Amanda Zacharopoulou (School of Law) E: a.zacharopoulou@lster.ac.uka.zacharopoulou@lster.ac.uk  Dr Joan Condell (School of Computing & Intelligent Systems) E: j.condell@ulster.ac.ukj.condell@ulster.ac.uk

20. Thank you for listening.