How to design self-assessment that students can use
Wednesday 16 September at 2pm
CRADLE Seminar Series 2026: Seminar #7
In this seminar, Associate Professor Juan Fraile (Universidad Francisco de Vitoria) will explore how formative self-assessment can be designed as a practical route into students’ self-regulated learning.
Self-assessment becomes formative when it is designed into what students do next
Formative self-assessment can be understood as a set of carefully designed learning situations in which students are helped to monitor their understanding, compare their responses against criteria or examples, interpret feedback, identify gaps, and make better decisions about what to do next. In this sense, self-assessment is closely connected to feedback, evaluative judgement and self-regulated learning.
This seminar will argue that effective feedback is not simply information transmitted by the teacher, but a process that depends on what learners do with that information. This shifts attention from the amount of feedback teachers provide to the quality of the learning actions that feedback makes possible.
Drawing on research on formative assessment, feedback and retrieval practice, the session will present practical examples of classroom activities that can be implemented with or without digital tools. These will include second-opportunity questioning, guided worked examples, automatic feedback followed by student-initiated clarification, and structured ways of helping students design more effective study and retrieval practice activities, both with and without AI. The emphasis will be on practical designs that teachers can adapt to their own contexts, while keeping the underlying research principles visible.
Join us in person or online to explore how self-assessment, feedback and retrieval practice can be designed to help students become better judges of their own learning.
About Juan Fraile
Juan Fraile is an educational researcher and lecturer at Universidad Francisco de Vitoria, Spain. His work focuses on educational assessment, particularly formative assessment, self-assessment, peer assessment, feedback and self-regulated learning. He is especially interested in translating assessment research into practical classroom designs that help students take a more active role in judging, regulating and improving their work.
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