feedback

What are student perceptions of my marking and feedback practice of summative assessment?

What are student perceptions of my marking and feedback practice of summative assessment?

What are student perceptions of my marking and feedback practice of summative assessment? Are they only interested in the headline news – ‘did I pass?’ Or do they read and reflect in greater detail? If they have passed or achieved the merit or distinction they were hoping for, do they bother reading the rest of the annotations and feedback? In terms of development, do they prefer brief abbreviations or longer comments?

Questions that might arise include: Does my marking serve a deeper purpose for students beyond getting a grade? Do I need to find ways to encourage greater engagement of students with my marking? Will I need to make fundamental practice changes to do this?

The Effective Use of Student Feedback in Curriculum and Programme Planning

The Effective Use of Student Feedback in Curriculum and Programme Planning

I reviewed at least seventy five per cent of the feedback forms, from programmes that were delivered with mixed groups of learners.....to realise that we as a group of teaching professionals we are inviting students to comment on the programmes that we deliver, but we seem not to incorporate into our practises; which shows that I have not been reflective enough in my practise as I had thought.