Assessment & Feedback Working Group Developing Departmental Assessment & Feedback Practices The ‘Quick Wins’ Paper

If possible schedule some formative assessments early in modules & avoid the last week of term Inform staff of assessment submission dates and request they plan marking time accordingly Timing Assessment & Planning Marking

Manage Expectation & Be Consistent Tell students when work will be returned and adhere to that schedule Be consistent in marking and assessment practices

Comment Style & Feedback Guidance Feedback comments should be concrete in telling students: What they are doing well and should continue doing What should be changed and how Avoid unqualified generic comments Don’t write too much!

Clarity of Marking Criteria Tell students what the marking criteria will be When marking show how the marks relate to those criteria

Engaging with Feedback Encourage students to reflect on and use previous feedback e.g. by inclusion of a statement with a piece of work saying how previous feedback has been taken into account; incorporating discussion session in personal tutor meetings

Explain about assessment & feedback In induction sessions explain: The different forms of feedback –e.g. not just written That feedback is transferable, not just limited to the specific module Explicitly identify feedback provision

Current Activities Peer Observation of Marking and Feedback

Peer Observation of Marking & Feedback ‘You criticize “structure”, but don’t offer any clue as to what a better structure would be.’ ‘…suggesting not only specific areas of improvement but outlining practically how to achieve that improvement.’ ‘Provide one or two specific examples of how the essay can be improved: rather than simply stating ‘more detail would help’, give a specific illustration of where, and what detail was lacking.’ ‘What I try to do is imagine receiving the feedback I give. Would I feel encouraged, and thus inclined to listen to the advice given? Is the advice given directly helpful to identify both weaknesses to eradicate, and strengths to build upon?’