Self-assessment: Giving yourself feedback Receiving feedback from others is a crucial aspect of graduate research, but regularly practising self-assessment and giving yourself feedback can also contribute positively to your learning process. 15, 16 Waiting until completion of the scenario before giving feedback allowed the participants to self-reflect and make sense of what had just happened. Whatever the methodology, it must not avoid giving negative feedback. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. Give students training in self and peer assessment; 2. Within most feedback models, the framework encourages self-reflection and an emphasis on positive aspects of performance. Give explanations and provide evidence of benefits to students of participating in assessment; 3. Self-assessment involves students applying success criteria related to a learning goal, reflecting on their efforts, identifying improvements and adjusting the ‘quality’ of their work. Group feedback and peer learning are all effective assessment for learning tools. Peer assessment involves students reflecting on the work of their peers, against success criteria related to a learning goal, and providing constructive feedback. Giving feedback in peer assessment Stimulates self-reflection Locate the answer to this question: If a student with a disability requires reasonable accommodations, who should the student contact? 1. Giving and receiving effective peer feedback can have various positive effects on the learning of those involved. 11 Individuals can learn a lot through the experience alone but specific feedback will maximise learning. Use exemplars (excellent, average, poor) for students to get into the process of assessment; 4. Popham (2008) suggests that formative assessment such as peer feedback can enable students to “adjust their current learning tactics” (p.6).