Studerende er ofte utilfredse med såvel kvaliteten som kvantiteten af feedback på skriftligt arbejde. Ligeledes kan det som underviser være svært at afgive feedback, der tager udgangspunkt i de studerendes respektive læringssituationer, hvis man ikke har andet afsæt end opgavetekster. Denne artikel beskriver derfor to eksperimenter med brug af selvevaluering som kvalificerende mellemled i ekstern feedback på skriveøvelser. Eksperimenternes formål er at styrke den formative læring ved skriftligt arbejde. I det første eksperiment bestod feedbacken af underviser-feedback, mens det andet eksperiment indebar peer-feedback og fælles feedback. I begge tilfælde blev selvevalueringen foretaget med udgangspunkt i en kriteriebaseret retteguide. Eksperimenterne medførte, at den eksterne feedback blev målrettet og kvalificeret i forhold til den enkelte studerende, mens selve skriveprocessen mod forventning kun blev påvirket i mindre grad. Endelig blev den formative læring bedst styrket hos de studerende, der i forvejen var engageret i egen læring. En medvirkende årsag hertil var, at nogle studerende oplevede retteguiden som irrelevant eller svært tilgængelig.
Students are often dissatisfied with both the quality and quantity of the feedback they receive on their written work. Furthermore, teachers may find it difficult to provide feedback relevant to the learning situation of individual students solely on the basis of written papers. Consequently, this article describes two experiments with students' self-assessments as a qualifying mediator for external feedback. The purpose of the experiments is to improve the formative learning from written papers. The first experiment used self-assessment to mediate individual feedback from the lecturer whereas the second experiment made use of peer-feedback in groups followed by general feedback from the lecturer. In both cases self-assessment was conducted using a criteria based scoring guide. The experiments revealed that self-assessment strengthens external feedback through shared and explicit criteria while also making it specific to individual students. However, contrary to expectations, self-assessment influenced the writing process itself to a lesser extent. Finally, formative learning through self-assessment was most evident with students already actively engaged with their own learning, while some of the other students perceived the scoring guide as irrelevant and inaccessible.
A Self-Assessment and Peer Feedback Tool for Leader Development