What is it? Postgraduate students are expected to take a high level of responsibility for their own progress. Research students are allocated a research supervisor (usually more than one) and will be expected to attend regular supervision meetings where they will receive feedback from their supervisor. Supervisors should give students regular, prompt and constructive feedback […]
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 […]
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 […]
Written feedback on formal assignments
Posted on November 25, 2014 by Laurence Georgin in 1-to-1/ detailed feedback, Written feedback
What is it? Although students receive feedback all the time, they often recognise written feedback on formal assignments as the only form of feedback they get and therefore put more emphasis on it. With large cohorts, students may only get a mark on their assignment and receive general feedback given to the whole class. However, […]
Formative assessment = feedback opportunities
Posted on October 1, 2014 by Laurence Georgin in 1-to-1/ detailed feedback, Class/ general feedback, Feedback technologies, Informal feedback, Peer feedback, Verbal feedback, Written feedback
What is it? Formative assessment supports students’ learning throughout a course and usually do not count towards final marks. It is different from summative assessment which typically evaluates what students have learnt and do count towards final marks. Formative assessment is designed to help students know how they are doing and identify areas in their learning which they have mastered […]
Pre-assignment surgery
Posted on August 28, 2014 by Laurence Georgin in 1-to-1/ detailed feedback, Verbal feedback
What is it? Before important assignments, some lecturers will organise a surgery where you can ask for feedback on any issue you have with that subject. It could be anything from a particular grammar point to the way you structure you lab report. How can students make the most of it? The surgery will be flagged […]