Title: Designing a Self-Assessment Element
Course: Assessment Using Digital Technology > Section: Peer Assessment and Feedback

In this activity, you will design, using the proposed template, a concrete self-assessment element that you could implement in your own course or teaching situation. The element may take the form of a checklist, a reflective questionnaire, a rubric, or a digital form.

Task

- create a self-assessment element within the learning design
- provide a short description of its planned use (when, how, and for what purpose)
- participate in peer assessment – review at least one colleague’s work and provide constructive feedback based on the given criteria
- for this task, use the template.

Assessment criteria:

1. Clarity and Purpose – Is the element clearly defined and appropriate for the purpose of self-assessment? The self-assessment activity must clearly indicate its goal (e.g., preparation for summative assessment, reflection on one’s own work, improvement of the learning process).
2. Alignment with Learning Outcomes – Does the content of the element reflect relevant learning outcomes? The self-assessment activity must be connected to the planned learning outcomes and contribute to their achievement.
3. Encouragement of Reflection – To what extent does the element encourage students to reflect on their own learning? The activity should motivate students to develop a plan for further learning or seek support from the instructor (consultations) or peers (teaching assistants).
4. Practical Applicability – Is the element feasible in a digital learning environment? The self-assessment activity should be implemented using digital tools, such as Moodle resources.
5. Creativity and Adaptation – Does the solution introduce something new, useful, or adapted to a specific context? The activity should help students increase motivation and/or success in the course and allow them to be creative in the learning process.

The instructor provides support by commenting on student work and encouraging reflection on the applicability and pedagogical purpose of the proposed solutions.

Assessment form: 1. Jasnoća i svrha – Je li element jasno definiran i primjeren cilju samovrednovanja? Aktivnost samovrednovanja mora biti opisana tako da je jasno koji je cilj (npr. priprema za sumativno vrednovanje, razvijanje refleksije na vlastiti rad, unapređenje procesa učenja).
2. Povezanost s ishodima učenja – Odražava li sadržaj elemenata relevantne ishode učenja? Aktivnost samovrednovanja također mora biti povezana na planirane ishode učenja i pridonositi njihovu ostvarivanju.
3. Poticanje refleksije – U kojoj mjeri element potiče studenta na promišljanje o vlastitom učenju? Aktivnost samovrednovanja trebala bi potaknuti izradu plana za daljnje učenje ili traženje podrške od nastavnika (konzultacije) ili kolega (demonstrature).
4. Praktična primjenjivost – Je li element izvediv u digitalnom obrazovnom kontekstu? Aktivnost samovrednovanja treba biti u digitalnim alatima, npr. resursima u Moodleu.
5. Kreativnost i prilagodba – Donosi li rješenje nešto novo, korisno ili prilagođeno specifičnom kontekstu? Aktivnost samovrednovanja treba omogućiti da student podigne razinu motivacije i/ili uspjeh na kolegiju te da bude kreativan u procesu učenja.