What is it? Given the large number of students who use social media sites like Facebook on a daily basis, it can often be the perfect place to give and received feedback. Many lecturers and tutors believe that fostering interaction with students is the key to feedback, and this should be done in an inclusive […]
Detailed and personal feedback via online platforms
Posted on by Laurence Georgin in 1-to-1/ detailed feedback, Class/ general feedback, Feedback technologies
What is it? Many students consider that online platforms, such as Turn-It-In and Mathematics Stack Exchange are extremely helpful with respect to the distribution of both specific and detailed feedback. With Turn-It-In, lecturers can provide richer feedback with marks directly on student assignments. The peer-review function can be used to assign peer-reviews to students while […]
Course representatives
Posted on by Laurence Georgin in Peer feedback
What is it? Although lecturers are usually the ones giving feedback to students, students can also give feedback on their lecturers. Course reps are students elected by their fellow students to represent the student body and make sure the University hears the student voice. Therefore, if there are any problems with feedback, lecturer quality or […]
Consistency of feedback across lecturers
Posted on by Laurence Georgin in 1-to-1/ detailed feedback, Written feedback
What is it? Most students appreciate it when their lecturers annotate their written assignments and exams so that they can pinpoint exactly where their strengths and weaknesses lie and contextualise generic feedback. Moreover, lecturers should aim to be consistent in their feedback and give individual students the same level of feedback regardless of their level […]
Assessment as feedback
Posted on by Laurence Georgin in Class/ general feedback, Verbal feedback
What is it? Both formative and summative assessments are often used to identify how much a student has learnt over the course. It is not uncommon for students to only receive a mark via email or in the post following an exam or a set of exams. In addition to the individual mark, many tutors […]
Feedback in lectures
Posted on December 19, 2014 by Laurence Georgin in Class/ general feedback, Verbal feedback
What is it? Following an exam or a piece of assessed coursework, many lecturers offer students general feedback during lectures based on students’ performance. This type of feedback can be generic or specific depending on the piece of work in question. For example, the lecturer may choose to go through an exam paper, question by […]
What is it? As part of their lecture, many lecturers regularly hold question and answer sessions where students are encouraged to ask any questions they may have relating to the lecturer content, or an upcoming assignment or exam for example. This is an excellent opportunity for students not only to highlight any concerns they may […]
The Southampton Opportunity Showcase 2014 – 26th November 2014 (by Claire Gent)
Posted on December 16, 2014 by Laurence Georgin in Blog
I was invited to take part in the University of Southampton’s annual Opportunity Showcase as a student Feedback Champion. The afternoon started with a chance to talk to people and enjoy a light lunch. At the event there were student champions and staff representatives from other projects. It was nice to be able to meet […]
On-going feedback in grammar classes
Posted on December 1, 2014 by Laurence Georgin in Class/ general feedback, Peer feedback, Verbal feedback
What is it? Languages students often receive an abundance of feedback during their language classes, especially when the focus is on grammar. This type of feedback generally involves the tutor asking the class to talk about their responses to a set of exercises in small groups. Depending on the length of the activity, the teacher […]
Mark Sheets
Posted on by Laurence Georgin in Written feedback
What is it? When students complete an exam, an assignment or even a piece of classwork, tutors often grade this work based on a discipline specific mark scheme that is divided into categories. For example, in Modern Languages, the categories include content, structure, accuracy, style, range of expression, syntax, register and vocabulary. All categories are […]