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Developing Student Mentor Self-Regulation Skills Through Formative Feedback: Rubric Development Phase, Jackie Hammill, Gill Best, Jennifer Anderson
Developing Student Mentor Self-Regulation Skills Through Formative Feedback: Rubric Development Phase, Jackie Hammill, Gill Best, Jennifer Anderson
Journal of Peer Learning
Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have …