What is it? Annotated coursework is one example of what is commonly referred to as formative assessment,which usually do not count towards the final mark but rather supports students’ learning throughout a course. Other examples of formative assessment include Quizzes, problem sheets and online tests, classroom discussions, brainstorming activities or speaking in a foreign language […]
Verbal feedback during practical sessions
Posted on March 11, 2015 by Laurence Georgin in 1-to-1/ detailed feedback, Peer feedback, Verbal feedback
What is it? As part of their course, many students are required to take part in practical classes. Practical classes may include: skills sessions, action learning groups, laboratory sessions and clinical practice tasks. During these practical sessions, students regularly receive a wealth of feedback not only from teaching staff, but also their peers. This is […]
Feedback from the research community
Posted on by Laurence Georgin in Peer feedback
What is it? As part of their doctoral studies, many PhD students have the opportunity to engage with the research community not only at the University of Southampton, but also at other higher education establishments across the country and world. This can range from publishing papers in academic journals, or presenting their research at conferences. […]
Regular informal and peer feedback in seminars
Posted on February 16, 2015 by Laurence Georgin in Informal feedback, Peer feedback
What is it? Students regularly receive informal peer feedback during their weekly seminars. For example, if students are asked to do a presentation in front of the class, there will usually be a question and answer session whether both the tutor and other students will have the opportunity to offer feedback they may have regarding […]
Mix of staff and peer feedback
Posted on by Laurence Georgin in Informal feedback, Peer feedback, Verbal feedback
What is it? Many students are under the common misconception that only staff can give feedback. However, this doesn’t have to be the case; feedback can come from a whole range of people including lecturers, peers and postgraduate teaching assistants. For example, during dissertation sessions and tutor groups, students may receive a wealth of feedback […]
Course representatives
Posted on February 10, 2015 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 […]
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 […]
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 […]