What is it? A popular method to give feedback to students across disciplines is the Sandwich Method. This means that the lecturer starts off by offering positive feedback on what the student did well; then provides constructive criticism on what the student didn’t do so well; and ends on a positive note by giving the […]
Timeliness of written feedback
Posted on February 10, 2015 by Laurence Georgin in Class/ general feedback, Informal feedback
What is it? When interviewed about feedback, many students said that they appreciate lecturers who frequently stick to the timeframe within which feedback should be delivered. Timeliness of feedback came in the top three criteria of what students characterises as good feedback. The University of Southampton feedback policy states that feedback should be given within […]
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 […]
Mark Sheets
Posted on December 1, 2014 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 […]
General feedback after an assignment
Posted on October 7, 2014 by Laurence Georgin in Class/ general feedback, Verbal feedback
What is it? It is common practice for lecturers to give general feedback to students following an assignment. In this feedback session, the lecturer often focuses on recurring issues and common mistakes found in the assignments. Some lecturers may choose to just give a mark to the individual work and give more substantial feedback to the […]
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 […]