ABSTRACT
A powerful new way of thinking about feedback it is to see it more as supporting students to calibrate their own evaluative judgements rather than just telling them about their performance. It is through practices such as these that we support the sustainability of feedback processes. By developing proficiency in the generation of internal feedback, students become less reliant on external sources of feedback. This chapter presents and discusses the efficacy of practices using self-evaluation as a way of supporting students to develop the capacity to generate internal feedback, as well as ways in which goal-setting and self-monitoring can be used to develop and sustain students’ self-regulation. Two key examples from the literature are used to illustrate the potential to interweave internal and external feedback through peer review of student work, self-evaluation and reflection. A feedback design case collated through the data collection in Hong Kong illustrates how self-evaluation, peer feedback, reflection and action planning can be incorporated into the production and revision of a video assignment.
