Providing quality feedback and teaching self-checking skills allows students to develop as independent learners in order to be successful in their higher education programs and in their professional lives post-graduation. The ability to make judgements about whether a performance or product meets a given criteria is vital for effective professional action in any field. Various tools for feedback and surveys can solicit both instructor and student input online or in the classroom and focus on generating responses about course content, learning objectives or various projects. Similarly, technology can involve students in the feedback process encouraging both reflection and dialogue around the reviewed work. In addition, through self-checking prompted by instant feedback, students can correct mistakes and learn from them as they continue working through the content.
Nichol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. Innovative Assessment in Higher Education, 1-14. doi:https://www.reap.ac.uk/reap/public/Papers/Nicol_Milligan_150905.pdf
Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education,6(Spring), 1-12. doi: https://www.lifescied.org/doi/pdf/10.1187/cbe.06-12-0205
Siu, K. W. (2012). Formative student feedback: Enhancing the quality of learning and teaching. Enhancing Learning and Teaching Through Student Feedback in Engineering,43-59. doi:10.1016/b978-1-84334-645-6.50003-3
Thomas, Glyn; Martin, Dona; and Pleasants, Kathleen, Using self- and peer-assessment to enhance students’ future-learning in higher education., Journal of University Teaching & Learning Practice, 8(1), 2011. Available at:http://ro.uow.edu.au/jutlp/vol8/iss1/5