- Regular online quizzes throughout a course (where students possibly have more than one attempt to complete the quiz) allows students to regularly gauge their understanding. In order for students to become more self-regulated through this method, they should receive feedback on these assessments, at the very least, they should be able to see which questions they got right and which questions they did not.
- Require students to submit a self-evaluation together with their assignments or have students assess their classmates assignments with a provided rubric.
- Students can submit a number of reflective journal entries throughout the duration of a course to reflect on their learning and development. These can also be included as a larger project or submitted as part of an e-portfolio.
- Classroom communication systems (CCS), also known as clickers or classroom response systems, are used to allow students to respond to a multiple choice question in a face-to-face lecture. Results are captured, aggregated and anonymised immediately which allows the instructor to engage in a dialogue with students and for students to engage in a dialogue with their peers based on the results. Free software, that transforms students’ personal mobile devices into a ‘clicker’, is available freely (see Further Reading section).
- Online discussion forums encourage dialogue and interaction. An online discussion forum set up as a ‘debrief’ after an assessment can be useful for this purpose.
- Break an assignment up into smaller components and provide feedback on each section before students continue with the next section. Online environments, such as a LMS, often have flexible workflow options, which also allows for peer assessment. Both instructor and peer feedback can thus be provided throughout the learning process.
- Allow students to resubmit an assignment (such as a report or an essay) after providing initial feedback to make changes to the assignment based on the feedback.