Make sure that all assessments are carried out in accordance with the University Assessment Regulations. MMU guidance on Reflecting. Analytical work has also raised awareness about the problems of clustering of assignment deadlines and programme teams have been provided with guidance on effective planning of assignment deadlines. This usually occurs in the first meeting of the autumn term. A marking grid can be useful to support consistency between markers, and it can speed up marking.
The feedback should enable the students to learn from what they have done and from your judgement of it. Should my feedback focus on knowledge specific to the assignment, or generic transferable skills? You also need to motivate them to continue to develop; they need to know what would have got them a first class mark. You can find more information about External Examiners here. They are normally academics or staff members at another UK university. Space does not permit a detailed analysis of each type here, but help is certainly available from the Centre for Learning and Teaching with the implementation of any of these examples which may be unfamiliar to you.
Manchester Metropolitan University Students’ Union. Winter and Dye thought that a better engagement with students about feedback might be the key to an improvement.
Feedback FAQs | CELT . Manchester Metropolitan University
If it looks as though the logistics will make it likely that some feedback will take an unacceptably long time to produce, or will place an unacceptable strain on individual members of staff, then think about some ways of mitigating the delay, such as: The university offers over 1, courses and qualifications, the majority of which have a strong professional bias.
The University has a clear policy on marks moderation ; project dissertations should always be second marked, but apart from these, second marking is done on a sampling basis.
If you have implemented a programme feedback strategy, then you should be on the way to providing feedback that students can use, but you may still need to try some additional or different activities, such as…. Even when the feedback is collected, many tutors suspect that some students focus more on the mark than on their carefully prepared feedback. What do they do?
External Examiners @ Manchester Metropolitan University Students’ Union
Your feedback should focus on the unit learning outcomes and the degree to which the student has demonstrated achievement of them according to the assessment criteria; it might kmu be useful to refer to programme learning outcomes. To support its work the project team developed an academic model which gave a life-cycle view of assessment and feedback for details and further discussion on this model see the Jisc EMA blog.
An online proforma was designed to capture new unit specifications and store the standardised descriptions in a database.
If they need to have their own copy to use with your feedback, make sure that they know this. They are normally academics or staff members at another UK university. Can I feefback work back to the student?
However, in practice, examination scripts are not returned to students; also, students may no longer be available to receive feedback once marking and moderation are complete, as exams are usually at the end of the academic year. This is not an exhaustive list, nor is it in any particular order.
A guide for Post-Compulsory EducationSage and if you think of it in that sense, it should contain:. There are a couple of different approaches that can be used. MMU now has a consistent structure for assignment briefs, supported by clear guidance on assignment task design and size, developing appropriate assessment criteria, and best practice on feedback and moderation for different types of task.
Skip to content Menu Home. Xoursework requirement is included in the Institutional Code of Practice on Assessment and the maximum turn-round time is currently four weeks. The frustration of seeing feedback sheets which took hours to write gathering dust in the receipting office is familiar to most academics. This usually occurs in the first meeting of the autumn term. It is not your responsibility to make the report available to the other students on your course, although you can direct them to it if courrsework wish.
The feedback should enable the students to learn from what they have done and from your judgement of it rather than simply be a critique of the document in front of you.
University Teaching Academy
Should my feedback focus on knowledge specific to the assignment, or generic transferable skills? Assignments which are not in printed form, such as artefacts or portfolios will need to be returned to students at some point. Of course the decision will depend on the type of assignment. Friday – The sample should normally be selected on the basis of the internally agreed aggregate unit mark of the students concerned.
TRansforming Assessment + Feedback For Institutional Change (TRAFFIC) at MMU
Space does not permit a detailed analysis of each type here, but help is certainly available from the Centre for Learning and Teaching with the implementation of any of these examples which may be unfamiliar to you. The lifecycle model offers a ready means of mapping business processes and potential supporting technologies against academic processes and has been used as the basis for the Jisc EMA research of which this case study forms a part.
If you write on student work then you do need to give the work back to students. MMU guidance on Returning marks and feedback. You can personalise the feedback by adding some general comments at the end on what the student should do to improve in the next assignment.
A marking grid can be useful to support consistency between markers, and it can speed up marking. Initially envisaged as an intranet-style, standalone password protected personalised website, a web-service extension was soon developed to enable the personalised assessment information to be presented in the Moodle VLE, the SharePoint Portal and the CampusM mobile App.