Background This is an explorative study with a student group in part-time vocational teacher-education in Norway. To offer learning feedback is laid down by the Norwegian Directory of Education (2015) in a white paper called “Vurdering for læring”. By using an LMS like 'CANVAS' or ‘TEAMS,’ student self-assessment and teacher feedback can be conducted at once. Most of the students (n = 70) have never used a digital learning platform and are adult part-time students (Ø 43 years). In addition, these students meet just 10 times during one semester. In between, the students are not at the University and need to learn off-campus on their own. “Therefore, it is vital that the course instructors maintain connections with the students online and adjust lessons and other teaching activities to the students’ needs during the f2f meetings. Theory and Research Question Self-assessment and continuous teacher feedback help students to reflect on their learning process and achieved learning results. This kind of metacognition (Pintrich, P., 2002) fosters self-regulated learning (Zimmerman, 2001, Hopfenbeck, 2011.) However, this is seldom reported and documented by and for the students themselves in teaching processes. By this kind of reporting and documentation, the students, and the lecturer as well, can get access to the current performance and status of knowledge acquisition. This provides an opportunity to give feedback to individual students, specifically on those topics or learning issues which have not yet been reached or are causing problems. Research question: How to create and increase opportunities for formative assessment using feedback and student self-assessment? Implementation and Research Design In the current semester we introduce and apply this self-assessment and feedback approach to help students receive feedback on their performance (achieved learning goals). These LOs need to be operationalized or specified on a level which make them approachable for the students and teachers in their learning practice. Besides 3 obligatory assignments, students can work on 5 additional non-mandatory tasks related to the LO as a learning support for successfully fulfilling the course. A midterm and final evaluation will be conducted to measure students’ perceptions (pre/post-test). The students’ digital activities can be analyzed quantitively by the learning analytics feature. Qualitatively, students can individually be surveilled by their own documentation and reporting on the task they had to conduct or to deliver. This idea is rooted in an online-application OLK-web (n.d.), which Norwegian apprentices have at their disposal during their apprenticeship program.

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