Using diagnostic and self-reflective tools for personalised learning: the perspective of Learning Developers

Authors

DOI:

https://doi.org/10.47408/jldhe.vi40.1909

Keywords:

diagnostic tools, self-reflection, personalised learning, tailored support, confidence

Abstract

This paper examines how diagnostic and self-reflective tools are used within Learning Development to support an increasingly diverse student body. Universities are seeing greater variation in learners’ needs, requiring more individualised academic support. Through a mixed-methods study involving a sector-wide survey and practitioner reflections, the research identifies the diagnostic models currently in use and evaluates their effectiveness in providing tailored learning opportunities. Thematic analysis highlights four recurring issues: the complex relationship between diagnostics and student confidence; the challenges and value of encouraging meaningful student reflection; engagement and accessibility concerns, particularly for non-traditional students; and the central role of learning developers in designing and delivering supportive interventions. The paper concludes that while diagnostics can enhance self-efficacy and learner identity, their impact depends heavily on thoughtful feedback and sustained, personalised follow-up support from learning developers.

Author Biographies

Zara Hooley, De Montford University

Zara Hooley is a Senior Lecturer in academic writing at De Montford University. She has worked in a variety of roles across HE over the past twelve years and holds a PhD in Sociology examining the post-birth friendship making processes of same-sex couples. She teaches predominantly in the Faculty of Health and Life Sciences, and her research interests include sexuality, friendship and motherhood.

Rachel Horrocks-Birss, QAA Scotland

Rachel Horrocks-Birss is a Quality Enhancement Specialist with the Quality Assurance Agency. She supports cross-sector enhancement work, including Scotland’s Tertiary Enhancement Programme (STEP), with a particular interest in assessment and Graduate Teaching Assistants’ development. Previously, she was a learning developer at the University of Dundee, where she designed and implemented the Writing for Success Diagnostic Tool. Rachel holds a PhD in English Literature and is a Senior Fellow of Advance HE.

Ivelina Cramphorn, University of Northampton

Ivelina Cramphorn is a Learning Development Tutor at the University of Northampton. She has PGCE training and previous formal teaching experience in the Post-Compulsory Education and Training sector. During this period Ivelina was involved in foundation degree planning, which has further influenced her constructivists approaches to education. As a MA graduate from the University of Northampton, Ivelina is particularly interested in research topics which explore students’ community of practice.

Jack Rundell, West Suffolk College

Jack Rundell is an Academic Skills Advisor at University Studies West Suffolk College in Suffolk. He also co-leads the ALDinHE Community of Practice ‘Mindfulness for Learning’. His interests include person-centred approaches to learning, metacognition, reading and vocabulary development, mindfulness, and the relationship between lived experience and educational practice.

Chrissi Hughes, Queen's University Belfast

Chrissi Hughes is a Learning Development Tutor at Queen's University Belfast. She holds a PhD from Ulster University in psychological trauma, literature and masculinity in Northern Ireland. With a background in higher education teaching and student support, her interests include academic writing development, inclusive and accessible learning, active and digital pedagogies, and reflective practice.

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Published

25-06-2026

How to Cite

Hooley, Z., Horrocks-Birss, R., Cramphorn, I., Rundell, J., & Hughes, C. (2026). Using diagnostic and self-reflective tools for personalised learning: the perspective of Learning Developers. Journal of Learning Development in Higher Education, (40). https://doi.org/10.47408/jldhe.vi40.1909

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No. 40 (2026)

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Papers

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