Harlim, J., de Silva, A., & Belski, L. (2009). Improving feedback in large classes: application of task evaluation and reflection instrument for student self-assessment (TERISSA) in a unit on business statistics.
This research study was implemented in a unit with over 500 students enrolled. TERISSA is a meta-cognitive self-assessment tool developed by Belski (2007, 2009). Via TERISSA, students were engaged in assessments of task complexity before and after they complete an assessment task (e.g., a test). Cognitive dissonance was created by disparate answers and students were prompted to reflect more deeply. Comparisons between students who had access to TERISSA and those who didn’t indicated that using TERISSA led to:
- Higher ratings on the Good Teaching Scale (GTS)
- Better marks in the final examination
- Valuable feedback on student progress in the unit
- Student responsibility for learning areas requiring their consideration
Student feedback on their experiences of using TERISSA multiple times indicated that it had helped them to read the questions more carefully, identify areas of an answer that needed more of their attention, identify areas of their learning that needed improvement, and take more responsibility for their learning (e.g., increase effort). Feedback from staff indicated that they mainly saw TERISSA as a summative tool, indicating that they needed more information about its benefits.