Self assessment

Feedback can be provided at all stages of the learning process. This includes feedback to and from the student and teacher, between students (peer feedback) and the student’s own feedback to him/herself. Evidence suggests that formative feedback has some of the most positive effects on learners. The greatest effect is on the weakest learners (Black and William, 1998).


Revision is an area which many students find daunting and difficult so they will benefit from clear instructions on what constitutes effective revision. Recent research has shed light on some of the links between brain activity and recall. This includes types of activities, the duration of activities, the level of motivation and the physical/mental state of the student. Students may need to be directed towards (or taught how to use) the activities which are most likely to help them recall what they have learned, and should be made aware of the factors that influence the effectiveness of their revision. It Read more

Revision timetable

Revision is a daunting prospect for most students. They will need support in finding ways of making the process manageable and achievable. Creating a revision plan or timetable will help them focus on the time available and the task ahead. However, it can be a complex process, requiring students to match the amount of time needed to the amount of time available. They will need to anticipate their commitments over several weeks and break down the material to be revised into manageable sections. Some students will want to create a detailed plan whilst

Managing student presentations

Student presentations are used increasingly by teachers. They are a form of ‘peer-explaining’, one of the teaching strategies with large positive effects on learning according to Marzano (1998). They also lend themselves to peer-assessment which also has a major impact on learning (Hattie et al., 1996). For these benefits to accrue, presentations need to be well-structured and well-managed. This section provides resources intended to improve the planning of presentations, the provision of resources for audiences, and the method of peer-assessing presentations.