Feedback on assignments
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An important stage in your learning. Feedback provides you will information about your progress, your successes (or if you need to do more) and how to use this feedback to enhance your future learning. The document discusses getting feedback from students on assignments through questions on a front sheet to understand the assignment experience. It also discusses getting detailed feedback from tutors, including overall comments, what was done well, and areas for improvement. The feedback aims to pass on guidance to help students move forward and achieve learning outcomes and criteria.
Feedback on assignments
- 1. Feedback on assignments An important stage in your learning. Feedback provides you will information about your progress, your successes (or if you need to do more) and how to use this feedback to enhance your future learning.
- 2. Feedback from you On the assignment front sheet we ask questions about your experiences Here are some typical questions we ask: • Things I think I have done well in this assignment: • Things I have struggled with in this assignment: • Skills I would like to acquire/develop to improve my assignments: • Was the assignment brief clear? If not, why not? Your views about the assignment experience. It helps us to understand how effective the guidance was and to understand if there were things you struggled with (apart from having to do an assignment at all – of course!) We can use this to add some additional pointers to our feedback which can help you take your skills forward We will use this feedback in order to improve the clarity of assignment briefs
- 3. Feedback from your tutor Some overall comments What you did well – some things we thought were particularly good Guidance to help you move forward – areas for improvement. For example, there may be some issues you didn’t address adequately in the report you submitted, there may be grammar and spelling issues, you may not have referenced accurately This example is an anonymised extract from some real feedback to a learner
- 4. Feedback from your tutor – overall comments & ‘what you did well’ example in more detail
- 5. Feedback from your tutor – ‘what you should improve’ example in more detail
- 6. Here we will indicate whether you have achieved all the required criteria for the assignment. And you will be very clear yourself if you ‘miss’ one – where and why because your tutor will give you a ‘tick’ or a ‘cross’ General assessment criteria): Pass Refer Addressed all the assignment tasks and has therefore achieved all the learning outcomes. Not addressed all the assignment tasks. Communicated meaning reasonably clearly and in the required format. The work is unclear and unreadable, and has not been presented in the required format. Used mainly accurate grammar, spelling and punctuation. The work contains a high percentage of spelling, punctuation and grammatical errors. Produced work which mostly demonstrates logical organisation and coherence. The work is not logically organised and lacks coherence. Referred to a range of appropriate sources in the text and used them to effectively support discussion; made an attempt to provide in-text citations and to list sources using the Harvard method. No evidence of wider reading. Where appropriate sources have been referred to, they have not been used to effectively support discussion. No attempt has been made to provide in-text citations or to list sources using the Harvard method. Demonstrated a reasonably sound factual and/or conceptual knowledge base and used appropriate terminology. Presence of factual or conceptual inaccuracies or misinterpretations. Incorrect terminology. Demonstrated a fair understanding of key theories and/or best practice, which are appropriately applied within the assignment task. Poor or inadequate understanding of key theories and/or best practice. Made an attempt to use recognised techniques of analysis (e.g. compare/contrast; evaluation; differentiation; interpretation) from which appropriate critical insights are drawn. Poor or inadequate attempt to use recognised techniques of analysis. Constructed sound conclusions which are clearly derived from evidence and/or theory and/or best practice and/or literature. Conclusions or statements are not clearly derived from evidence and/or theory and/or best practice. Conclusions do not follow logically from previous statements or propositions. Example: General Assessment Criteria for Level 5 Diploma in Housing
- 7. This isn’t the only form of feedback • Tutors will also annotate your script • Here is an extract with tutor notes for you to read when your assignment is returned to you