Tag: feedback
Following the Autumn and Spring semester examination boards, the performance of each student is evaluated by the Year 1 and Year 2 coordinators as part of the procedure of Academic Progress Review for Year 1 and Year 2 students. This is now named “Academic Progress Review and Feedback” to emphasise to students the role of [...]
Practice Snippets: First Year Experience, Recruitment, Retention and Induction:
Assessing first year assessment in JOMEC
In order to find out how assessment is used in the BA degree within JOMEC, and in particular how assessment is viewed by students in the first year, eight focus groups were carried out in May 2007. It was found that students enjoyed the process of continuous assessment as it motivated them to work throughout [...]
Creating assessments Assessments are created from pre-existing questions, so you will need to have access to at least some questions before creating an assessment. However, it is simple to add in extra questions later. Guide to creating an assessment It is important to take a moment to set the options on your test correctly. Otherwise, [...]
In Questionmark, creating questions and assessments are two entirely seperate processes. You create the questions first, and then when creating your assessments, you chose which question you want to draw in. This means that if you need to change a question, for example in the light of some new research, or a change on professional [...]
William Hook An exciting new development in technology to support learning, teaching and assessment is being rolled out at Cardiff University.
”… a useful and inspirational day” (Stephen Rutherford, BIOSI) ”…I really enjoyed the day and found it very useful” (Sue Annetts, SOHCS) This all-day conference on effective and efficient feedback provided space and time to reflect on the ways in which feedback can be developed to enhance the student learning experience. Jill Millar (left) of [...]
Innovative Education Project Reports 09-10:
Electronic feedback: pilot implementation of GradeMark across health-related Schools
Dr D Watkins (SONMS), Prof P Dummer (DENTL) and Dr K Hawthorne (MEDIC) Using GradeMark to enhance feedback on students’ work.
The objective of this pilot study was to improve NSS-type feedback scores in large cohort modules where providing individualized feedback is a challenge. In the study 25% of students (“treatment group”) had an opportunity to submit their own solutions for tutorial questions to their TA, who voluntarily agreed to provide individualized feedback. The remaining 75% [...]
Dr Sarah Carpenter (eLearning Champion) and Dr Bela Arora (Assessment Officer) demonstrated the new freely available Feedback eModule that has been developed to help academic staff give more effective feedback to their students. This interactive module, which includes video scenarios and computer simulations, can be accessed via Blackboard. The session included a general discussion on [...]
Key Issues in Assessment and Feedback: Feedback to Feed-forward Professor Brenda Smith led an informative session which aimed to highlight effective practices in assessment and feedback. She emphasised the importance of considering assessment as being for learning rather than of learning. Clearly, students do sometimes view assessment as being of learning and therefore it is [...]
PCUTL Projects:
Feedback: What do students want? A comparative study of students’ expectations of ENGIN and SOCSI assessment feedback
A particular concern for undergraduate students across Cardiff University has been the feedback received on formative and summative assignments (see, for example, Arora, 2009). The aim of this project was to better understand students’ perspectives on the feedback they receive. It was a comparative study conducted across two Cardiff University departments – the School of [...]
Dr Dianne Watkins (SONMS), Prof. Paul Dummer, (DENTL), Dr Kamila Hawthorne (MEDIC) led a project to pilot the use of Grademark to provide electronic feedback across their schools. The report showed that it was generally very well received by students and assessors, but that there are issues that need to be overcome. GradeMark Project
Completed Projects:
Investigating the use of audio for providing feedback to students in CHEMY, PHRMY and PSYCH
A collaborative project that looked at the use of audio software to improve timeliness and effectiveness of feedback to students. Poster-Investigating the use of audio to provide feedback to students Project dissemination Dr P Davies (CHEMY), Dr C Miles (PSYCH) and Dr D John (PHRMY)
This project adopted a cost: benefit perspective to explore the effectiveness of a range of feedback activities carried out in one ENGIN programme. Devin used word-to-type software to insert comments onto students’ work and found this no more time consuming than completing more standard front-sheet type forms. The results suggest that students valued this individualised, [...]
GradeMark is part of the Turnitin suite and is a tool that can be used for providing feedback on assignments that have been submitted in Learning Central as a TurnitinUK assignment.
Online Marking with Grademark (PDF)Practice Snippets: Staff development and Peer Review of Learning and Teaching:
PRLT to review learning support materials in BIOSI
We have revised our process of PRLT to focus specifically on the provision of learning support, specifically the provision of effective feedback and the provision of support materials for lectures via Blackboard (such as podcasts, vodcasts, quizzes etc.). BIOSI (APRE) 2008/09 Beatrix Fahnert
Student Enhanced Learning through Effective Feedback (SENLEF) was a project funded by the LTSN Generic Centre (now Higher Education Academy) to develop a resource for practitioners wishing to improve their feedback practice to students or get some new ideas on how to enhance their current practice.
This questionnaire based pilot study explored students’ experiences and perceptions of the feedback they had received across four Schools. In line with other studies we found that there is a need to enter into a dialogue with students about what feedback may look like and how to use it. The project raised issues for individual [...]
This article: Teaching for Quality Learning at University by Professor John Biggs, examines the range of assessment tools available and for what purpose each is best used, and addresses the following questions: -How can large classes be assessed effectively? -How can students be quickly provided with feedback particularly in large classes? -How and when should self/peer-assessment [...]
What does the term ‘feedback’ mean to students? This project explored students’ perceptions across Schools. Results suggest that there is a need to educate students both about the role of HE and feedback within that context and the multiple feedback opportunities they are given, but which they do not identify as such. Ian Brewis (MEDIC): [...]