There are a couple of different approaches that can be used. The project also acted on a recommendation to focus more effort on the re-assessment period: If you do this then you might also offer them to opportunity to ask questions or to make themselves some notes about ‘one thing I will do differently next time 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: Marking and production of feedback: As making a copy in this case would be difficult, students would need to know in advance that they will not receive their work back until after the exam board has met. There may be practical reasons why this is difficult to do assignments submitted at the end of term, for instance, or low attendance, although returning assignments might have a good effect on that.
See also 6 below for information on support during reassessment. A guide for Post-Compulsory Education , Sage and if you think of it in that sense, it should contain: How should I return feedback? 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. We all do a lot of marking, frequently under great pressure, and you should be open to the possibility that you have missed something which would have altered your judgement, but do not let a student bully you into changing your mind.
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.
Skip to content Menu Home. If you write on student work then you do need to give the work back to students. MMU guidance on Reflecting.
There may be practical reasons why this is difficult to do assignments submitted at the end of term, for instance, or low attendance, although returning assignments might have a good effect on that. The ambitious deadline was to deliver a brand new, technology-supported first year for September with the new second year starting September and the new final year September Let them know to what degree they have managed to achieve the unit learning outcomes, and make some suggestions on what they should concentrate on in future assignments.
Having said this, most tutors would want to discuss this situation informally with students. Notify me of followup comments via e-mail. The coursework receipting database calculates the return date and releases marks through Moodle on the due date.
External Examiners @ Manchester Metropolitan University Students’ Union
A checklist might be good for giving instant feedback after a presentation, while a detailed written report might work better for an essay. As a programme team, you may find it useful to make time in all units to review previous assignments and student performance systematically.
It also gives the opportunity to provide generic feedback see Use generic feedback as well as individual feedback. Friday – As making a feedback in this case would be difficult, students would need to know in advance that they will not receive their work back until after the exam board has met.
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The feedback should enable the students to learn from what they have done and from your judgement of it. The frustration of seeing feedback sheets which took hours to write gathering dust in the receipting office is familiar to most academics.
Commenting on a series of research studies on feedback, Chris Rust has observed that:. Assignments which are not in printed form, such as artefacts or portfolios will need to be returned to students at some point.
feecback They are normally academics or staff members at another UK university. The following information is needed for us to identify you and display your comment. See also 6 below for information on support during reassessment. This might mean holding a meeting once marking is complete at the end of the fedback year as most programme teams do in any case to produce some generic feedback across all assignments which will be discussed with classes at the beginning of the next year.
What feedbaco some students have been given an extension? Students need to know to what degree they have managed to achieve the unit learning outcomes, and receive some suggestions about what they should concentrate on in future assignments. Subject External Examiners are encouraged to provide a summary of issues for the Programme team to address. They advise academic staff on any changes proposed for your programme and they ensure that correct procedures have been followed on decisions made by the results and awards assessment boards.
Take into account any technical considerations, such as how long it takes to collect in assignments and distribute them to markers, time needed to upload audio or video files, and so on.
A marking grid can be useful to support consistency between markers, and it deedback speed up marking.
TRansforming Assessment + Feedback For Institutional Change (TRAFFIC) at MMU
Feevback Programme Leader is responsible for responding to the External Examiner regarding issues raised. Sharing the marking across the team Providing some generic feedback to the group after having feedbacl a sample of submissions, which highlights common strengths and weaknesses see section on generic feedback and model answers, below Carrying out peer marking on the submissions during teaching sessions so that students continue to think about the assignment while the tutor marking is completed Asking students to carry out a self-assessment so that they review the submission after a short break, again so that they continue to feedbac about the assignment.
If students are just making one or two errors then you can just highlight these and suggest that they take more care in checking in future assignments. What do they do?