Role of Self-Assessment in Developing Self-Regulation

8. Activity Implementation in Moodle:

1. “Assignment” activity with a self-assessment option

Step 1: Create an assignment in Moodle as usual (e.g., an essay, project, or case study analysis).

Step 2: In the assignment description, include a rubric or checklist with criteria for self-assessment.

Step 3: Ask students to complete a self-assessment document (e.g., a Word/PDF table, questionnaire, or Google Form) along with submitting their work.

Step 4: Enable the upload of additional files – students submit both their work and the completed self-assessment form.

Note: You may also include a comment field to allow students to reflect on their learning.

2. “Lesson” activity with self-assessment questions

Create an interactive lesson with content and embedded questions that are not graded (e.g., “How would you assess your contribution to this project?”).

At the end of the lesson, enable a text entry where students describe their own insights.

3. “Feedback” activity

Used for the structured collection of student self-assessment through a survey form.

You can use Likert scales, open-ended questions, and reflective scales.

Ideal for self-assessment during a project, after a presentation, or following a reflective task.

4. “Workshop” activity

Although primarily designed for peer assessment, it also enables self-assessment.

In the settings, enable self-assessment (student self-assessment).

Moodle then displays the student’s own work for assessment, using the same rubric as for other assessments.

Recommendations for using self-assessment in Moodle:

• always include clear assessment criteria or a rubric
• make the criteria and rubric available to students before submission and embed them in the assignment description
• encourage students to reflect: What did I do well? What could I improve?
• do not assign a grade to self-assessment – keep it formative
• combine self-assessment with instructor feedback and peer assessment to align perceptions.