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Guide Number 3
How to structure feedback to Learners
using Assessment Criteria
Bridget Winwood Teaching Fellow: Assessment Development
Faculty of Health & Wellbeing
& Chris Glover
Assessment for Learning (TALI) Co-ordinator Learning and Teaching Institute
April 2008
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Contents
1.0 INTRODUCTION.............................................................................................................. 4 2.0 THE LINK BETWEEN LEARNING OUTCOMES AND ASSESSMENT CRITERIA ........ 4 3.0 THE LEARNER ENTITLEMENT...................................................................................... 5 4.0 THE WEIGHTING OF ASSESSMENT CRITERIA........................................................... 6
4.1 THE NEED FOR WEIGHTED CRITERIA ....................................................................... 6 4.2 THE IMPACT OF DIFFERENTLY WEIGHTED CRITERIA............................................. 6 4.3 NEGOTIATING THE WEIGHTING OF ASSESSMENT CRITERIA................................ 7
5.0 PRESENTING FEEDBACK TO LEARNERS................................................................... 7 5.1 OPEN ENDED FEEDBACK ............................................................................................ 8 5.2 PREPARED FEEDBACK TAILORED TO MEET INDIVIDUAL NEEDS ....................... 10 5.3 DEVISING FEEDBACK COMMENTS IN ADVANCE OF THE MARKING PROCESS. 10 5.4 BUILD UP AN E-BANK OF COMMENTS DURING THE MARKING PROCESS ......... 15 5.5 OVERALL FEEDBACK ON THE ASSESSMENT TASK............................................... 17 5.6 LEARNER-GENERATED FEEDBACK ......................................................................... 18
6.0 POINTS FOR CONSIDERATION...................................................................................... 25
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1.0 INTRODUCTION This booklet is the third in the series of "How to Guides", which include to date: 1. How to write learning outcomes 2. How to write assessment criteria This booklet has been written to assist staff who may be unfamiliar with ways in which assessment criteria might be used to structure feedback to learners. It is concerned almost entirely with feedback on coursework. There are no specific references to the provision of feedback on examinations. However, it is considered good practice to provide feedback to learners through an appropriate mode relating to their performance. Whilst at present the University does not return marked exam scripts to learners, nor allow them to see their marked scripts, teaching staff are permitted, and encouraged, to give feedback to learners about their examination performance. A feedback sheet (composite comment sheet) similar to those used for coursework should be used for this purpose. This feedback sheet could be given with the results, or at the latest, at the start of the next semester in class. The booklet begins with a review of what learners have a right to expect from staff in terms of feedback and its relation to assessment criteria. Later sections deal with ways in which the learner entitlement can be delivered. The booklet draws heavily on good assessment practice from around the University and should be read in conjunction with Guide 2 - How to write assessment criteria.
2.0 THE LINK BETWEEN LEARNING OUTCOMES AND ASSESSMENT CRITERIA The learning outcomes for a module are specified at validation, they may not be amended except by a minor/major modification which is the responsibility of the Faculty QSME Committee. Assessment is the means by which learners demonstrate the progression towards, and the degree to which they have achieved the learning outcomes. Assessment must be an essential part of the learning process, rather than being separated from learning. It assumes assessment for and as learning, as well as of learning and identifies assessment in line with the QAA Code of Practice in Assessment (2006) as:
• a way of measuring the outcome of student learning
• a means for ensuring the standard of University awards.
• a key factor in determining a student’s learning experience through the activities undertaken and the provision of support and feedback on their work
There is a clear link between the learning outcomes of a module and the criteria used to assess learners' work. It is not unusual for a single learning outcome to give rise to a number of assessment criteria, as in the examples presented in Fig 1 and Fig 2 below.
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Learning Outcome Related Assessment Criteria
On successful completion of the module, learners will be able to:
• present arguments in essay form
• Effective use of written English
• The quality of the introduction, the effective sequencing of the main arguments and a concise conclusion summarising the main findings
• Support for the main arguments from relevant literature
• Accurate use of the Harvard referencing system for citations and quotations
• A complete reference list structured according to the Harvard system
Fig. 1 The Relationship Between Learning Outcomes and Assessment Criteria using essays as the assessment task
Learning Outcome Related Assessment Criteria
On successful completion of the module, learners will be able to:
• communicate effectively through the medium of a presentation
• aims of presentation clearly stated
• content appropriate for level of audience
• good interaction with audience
• clearly delivered in relation to intonation, clarity and tone of voice
• completed within allocated timeframe
Fig. 2 The Relationship Between Learning Outcomes and Assessment Criteria using presentations as the assessment task
3.0 THE LEARNER ENTITLEMENT When coursework is given out to learners it is vital that
• the task(s) are clear and unambiguously worded
• appropriate provision is made for learners with disabilities
• assessment criteria are communicated to learners in written form
• the relative weighting of each criterion is revealed
• the Learning Outcomes of the coursework are clearly communicated in written form
When marked work is returned to learners it is important that a learner
• is able to see numerically and in writing where marks were earned and lost against each criterion
• receives written feedback against each criterion
• is made aware of the positive aspects of the work as well as areas for development
• is told how they can improve key aspects of their work in subsequent assignments.
This level of detail ensures that learners have the opportunity to engage with and learn as much as possible from the feedback provided.
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4.0 THE WEIGHTING OF ASSESSMENT CRITERIA
4.1 THE NEED FOR WEIGHTED CRITERIA
Where assessment criteria are not of equal importance, some form of weighting may be necessary. However, learners need to be made aware of any relative weightings of these criteria at the very beginning of the assessment process. It is clearly unfair not to reveal this information when coursework is presented to learners.
Taking the example in Fig. 1 (above) the weighted assessment criteria could be presented as shown in Fig. 3
Assessment Criteria Weighting
Effective use of written English 10
The quality of the introduction, the effective sequencing of the main arguments and a concise conclusion summarising the main findings
40
Support for the main arguments from relevant literature 20
Accurate use of the Harvard referencing system for citations and quotations within the text
15
A complete reference list structured according to the Harvard system 15
TOTAL 100
Fig. 3 The Weighting of Assessment Criteria
4.2 THE IMPACT OF DIFFERENTLY WEIGHTED CRITERIA
The importance of revealing the weighting of assessment criteria is shown in Fig. 4 where two different weightings are applied. In example (a) use of English and referencing are subordinate to the structure of the essay and the use of supporting literature. In example (b) the use of English and referencing are the dominant criteria. Example (a) would perhaps be typical of an essay at level 5 or 6 whereas example (b) might be used in a level 4 module designed to embed academic writing and referencing skills.
Assessment Criteria Weighting
(a)
Weighting
(b)
Effective use of written English 10 20
The quality of the introduction, the effective sequencing of the main arguments and a concise conclusion summarising the main findings
40 20
Support for the main arguments from relevant literature 30 20
Accurate use of the Harvard referencing system for citations and quotations
10 20
A complete reference list structured according to the Harvard system
10 20
TOTAL 100 100
Fig. 4 The Impact of Differently Weighed Assessment Criteria
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4.3 NEGOTIATING THE WEIGHTING OF ASSESSMENT CRITERIA
For some types of coursework, typically projects, dissertations and independent study modules (ISMs), it may be inappropriate to use the same weightings for each learner's work. This can arise where aspects of the work make different demands on the learners. For example, in dissertation modules where aspects such as refining a research question, undertaking a literature review, establishing and using an appropriate research method require different weightings to reflect their varying contributions to individual learner projects. In addition to this, it is recognised that some learners write their own learning outcomes as part of independent study modules. Therefore the learner would be responsible for applying any weighting to these.
5.0 PRESENTING FEEDBACK TO LEARNERS As indicated above a learner is entitled to feedback that
• clarifies both numerically and in writing where marks were earned and lost against each criterion
• relates to each criterion
• indicates how they can improve key aspects of their work in subsequent assignments
• highlights positive aspects of the work as well areas for improvement and development.
The phrase 'areas for development' is not used here as a synonym for 'weaknesses'. It is seen as including more generic issues that might impact on subsequent work. Examples of areas for development might include
• the need to support arguments by reference to e- and paper-based refereed journals and current text books and to avoid becoming over reliant non-authenticated web-resources
• the need to check for understanding of a task before setting about its completion
• presenting arguments more succinctly and avoiding over-extended or peripheral discussion.
It is important to appreciate that the allocation of marks against each criterion provides numerical feedback that the learner can use as part of the learning process. Written feedback adds a further important dimension that, when engaged with, has huge potential for learning. It is essential that written feedback relates to the work completed by individual learners. Where group work is undertaken, however, learners can be asked to review their contribution or the contribution of others to the work, but owing to the dynamics of a group, staff may not be best placed to offer this individual feedback. Therefore in these cases feedback from staff would need to refer to the group as a whole. Sections 5.1 and 5.2 outline two quite different ways in which individual (or group) feedback can be presented.
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5.1 OPEN ENDED FEEDBACK
• Open ended or individually crafted feedback provides comments specific to the work of the learner (or group).
It is argued that this form of feedback has particular value
• where group sizes are small
• where the tasks require highly individualised responses from learners
There are perceived disadvantages in using open-ended, individually crafted comments in that
• it may take more time to produce than other options
• a member of staff may find themselves repeating particular comments ad nauseam
However these perceived disadvantages can be overcome in a variety of different ways. See Section 5.2 for examples. Fig. 5 provides an example of the way in which individually crafted feedback might be presented to learners.
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Module Code ________ Module Title __________________________ Level ____ Title ________________________________________________________________ Name: _____________________________________
Assessment Criteria Feedback Marks Available
Marks Awarded
Effective use of written English 20 15
The quality of the introduction, the effective sequencing of the main arguments and a concise conclusion summarising the main findings
20 15
Support for the main arguments from relevant literature
20 15
Accurate use of the Harvard referencing system for citations and quotations
20 7
A complete reference list structured according to the Harvard system
20 6
TOTAL 100 58
Areas for Further development: (Continued overleaf) Tutor's Signature _________________________________ Date _____________ Moderator's Comments: Moderator's Signature _________________________________ Date _____________
Fig. 5 An Example of a Format for Individually Crafted Written Feedback
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5.2 PREPARED FEEDBACK TAILORED TO MEET INDIVIDUAL NEEDS
Prepared feedback comments in advance of the marking process or building up an electronic bank of comments during the marking process are the two main ways that prepared feedback can be used. Both methods have the advantage of saving marking time whilst continuing to give appropriate feedback to learners.
5.3 DEVISING FEEDBACK COMMENTS IN ADVANCE OF THE MARKING PROCESS
Figs. 6 and 7 below show examples of feedback pro-forma incorporating feedback comments prepared in advance of the marking process.
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Module Code: Module Title: Learner:
Criteria Marks Available
Marks Awarded
Evidence of clear aims and objectives in the log
Very vague aims and objective poorly related to the project
Aims and objectives require development. Lack of clarity for process and product
Competent set of Aims and objectives well related to project Identifies users as central to project.
Very clear and concise aims and objectives with strong differentiation between process and product. User driven aims and objectives
10
Evidence of planning of the site structure and screen design
Little of no evidence of effective planning or record keeping
Planning and record keeping needs development
Competent evidence of planning and record keeping
Full record of planning and record keeping presented to very high standards
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Evidence of research and support reading.
Little or no evidence of appropriate support reading. Poor adherence to referencing conventions
Limited evidence of support reading Limited adherence to referencing guidelines
Good selection of appropriate support reading. Good adherence to referencing guidelines
Extensive evidence of support reading with full adherence to referencing guidelines
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Evidence of originality and quality in the creation and development of media assets.
Very limited or no evidence of the development of original media assets.
Restricted evidence of the development original media assets.
Good evidence of the development original media assets.
Extensive evidence of original sources with strong indications of innovative ideas.
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Evidence of the application’s organisational, structural and navigational principles
Limited use of non linear content organization. Inconsistent navigational aids Very poor transparency of navigation functionality
Evidence of hypermedia content structures. Functional navigation with non linear component. Some navigational inconsistency
Functional navigation system with strong non linear content organisation Few navigational inconsistencies. Good transparency in navigation
Innovative and intuitive interface based on highly structured and organised information. Very high level of transparency and ease of use
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Evidence of the application of screen design principles
Very little evidence of use of screen layout principles Little or no use of graphical elements Little or no originality
Limited evidence of use of screen layout and design principles Variable quality of graphical elements Limited evidence of originality
Good evidence of concern for screen layout and design principles Consistent use of quality graphics Good evidence of originality
Innovative design with high quality graphics and very strong evidence of original input
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continued over....
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Tutor's General Comments
Tutor's Signature: Date:
Overall mark
Fig 6 Prepared Feedback Matrix
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Student Registration No:
Course: Year/Level of Study: Name:
Year 1, level 4
Module Code: Module Title: Hand-in date:
Feedback in relation to the published marking criteria: Criteria Feedback Statements √ Avail.
Marks Marks Award-ed
Clear and relevant topic, appropriately described within the title 4 - 5
A degree of ambiguity or vagueness re: the topic OR some issues re: the description of the topic within the title
2 - 3
Appropriateness of the Review Topic
Wholly ambiguous, vague or inappropriate topic AND/OR Poorly crafted or missing title
0 - 1
Well crafted introduction which clarifies the review topic and explains the structure of the review.
8 - 10
Basically sound introduction but with issues re: the clarification of the topic or the explanation of the review structure
5 - 7
Quality of the Introduction
No discernable introduction or significant weaknesses re: the way in which the topic is introduced
0 - 3
Logically sequenced arguments, presented in well crafted sentences and appropriately structured and presented paragraphs.
14 - 20
Basically sound but some issues re: the sequencing of the arguments, sentence or paragraph structure/presentation (SEE COMMENTS ON THE TEXT).
7 - 13
Sequencing and presentation of the arguments or issues
Significant issues re: the sequencing of the arguments, sentence or paragraph structure/presentation (SEE COMMENTS ON THE TEXT).
0 - 6
A good range of appropriate material used to support the review 18 - 25
Some appropriate material but with weaknesses re: the volume or type of resources used to support parts of the review (SEE COMMENTS ON THE TEXT)
9 - 17
Appropriate volume and type of literature support
Little appropriate literature support throughout the review (SEE COMMENTS ON THE TEXT)
0 - 8
Accurate use of the Harvard system both within the text and the reference list
18 - 25
Basically sound but with some weaknesses within the text OR the reference list (SEE COMMENTS ON THE TEXT)
9 - 17
Significant weaknesses within the text OR the reference list (SEE COMMENTS ON THE TEXT)
5 - 8
Use of the Harvard Referencing system
Significant weaknesses within the text AND the reference list (SEE COMMENTS ON THE TEXT)
0 - 4
A comprehensive summary, raising issues requiring for further research where appropriate
11 - 15
Basically sound but with issues re: the way in which the issues a summarised or the failure to raise key issues for further work/study
6 - 10
The quality of the conclusion
Failure to include a conclusion or significant weaknesses re: the structure and content of the conclusion.
0 - 5
TOTAL
Proposed Mark: %
Name of marker:
Signature of marker:
Date:
Continued overleaf
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Areas for Development: These are the issues which you need to develop as a matter of urgency
THIS MARK/GRADE IS PROVISIONAL AND IS SUBJECT TO CHANGE FOLLOWING INTERNAL AND/OR EXTERNAL MODERATION AND SCRUTINY
Fig 7 Prepared Feedback Proforma
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5.4 BUILD UP AN E-BANK OF COMMENTS DURING THE MARKING PROCESS
Using an electronic bank of feedback comments can be an extremely efficient and effective way of providing relevant feedback. However, the process needs to be carefully planned to avoid becoming embroiled in the lengthy and cumbersome process of cutting and pasting. It is possible to complete the process efficiently in the following stages:
• prepare a blank feedback sheet with space for comments against each criterion
• when marking individual pieces of work record and code comments as they arise on a master feedback sheet. Coding is best achieved by using a letters and numbers. Numbers can be used to indicate the criterion to which a comment relates with letters used to identify specific comments.
• use a class list to record the codes that are applicable to each learner (e.g. Smith 1a, 1c, 2d, 2f, 3c, 4a, 4b)
• at the end of the marking process the blank feedback sheet can be 'infilled' with comments from the master sheet
• the coded class list can then be used to highlight the comments applicable to particular learners.
Fig 8 provides a fictitious example of a generic feedback sheet compiled as a result of this process with shaded areas to indicate the way it might provide feedback for a particular learner. The process may sound complex but in reality it is not and it may provide an excellent and efficient method of providing feedback to learners.
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Module Code Module Title Learner name Criteria and Maximum Mark
Feedback Statements Marks Assigned to each Comment
Awarded Marks
The topic is clear, appropriate and well expressed within the title 5
The subject of the review is clear and the title is well crafted but its connection with interprofessional learning tenuous.
3
The topic discussed in the review is relevant but it is poorly expressed within the title.
2 2
Appropriateness of the Review Topic 5%
The topic is vague and the link with interprofessional learning is not at all clear.
1
The introduction clarifies the review topic, explains the areas that you investigated and provides an indication of the structure of the review.
10
Basically sound introduction with a clear account of the structure of the review. Greater clarity was required re: explaining and defining the area under review.
7
Generally sound. The area for review was clearly outlined though the way in which you proposed to structure the review was less clear.
6 6
There are some indications as to the area to be reviewed but there are points requiring clarification. You have only indicated in the vaguest of terms the your plan for the structure of the review
4
Quality of the Introduction 10%
Significant weaknesses re: the introduction. You have not clarified the area that you intend to review nor have you indicated the way in which you intend to structure the arguments.
1
Logically sequenced arguments, presented in well crafted sentences, appropriately structured and presented paragraphs.
20
Basically sound sentence and paragraph construction but some issues re: the sequencing of the arguments. (SEE COMMENTS ON THE TEXT).
13
Effective sequencing of arguments and good sentence construction. Use line spacing for paragraph breaks and do not break off to begin a sentence on a new line unless you are starting a new (SEE COMMENTS ON THE TEXT).
9 9
Effective sequencing of arguments but the review was tainted by poor sentence and/or paragraph construction (SEE COMMENTS ON THE TEXT).
7
Sequencing and presentation of the arguments or issues 20%
Significant issues re: the sequencing of the arguments, sentence and paragraph structure/presentation (SEE COMMENTS ON THE TEXT).
3
Excellent range of appropriate material used to support the review both in terms of the volume and type of literature used
25
Some appropriate material used but some of the arguments are have little literature support
12 12
Some appropriate material used but some of the arguments but you make little use of paper-based or electronic journals.
10
Appropriate volume and type of literature support 25%
Little appropriate literature support throughout the review 5
Accurate use of the Harvard system both within the text and the reference list
25
Generally sound but you need to indent long quotations and include page numbers for all quotations.
15 15
The reference list is well presented but you are mixing up citation and quotations. You need to revisit this aspect of 'Key Skills On-Line'
8
Use of the Harvard Referencing system 25%
Significant weaknesses within the text AND the reference list (SEE COMMENTS ON THE TEXT)
5
A comprehensive summary, raising issues requiring for further research where appropriate
15 The quality of the conclusion 15%
Basically sound but with issues re: the way in which the issues a summarised or the failure to raise key issues for further work/study
7 7
TOTAL 51%
Fig 8 Bank of feedback Comments Prepared During the Marking Process
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Given below are excellent examples of feedback comments stored in a databank and can be included in either a macro or a feedback wizard. Although giving the feeling of being very individualised, they are all comments which, over a period of time, a tutor may have written 'ad nauseam'. By saving all these on a database, they are always available for future use.
It is noticeable and highly relevant that all comments are couched in positive and encouraging terms.
5.5 OVERALL FEEDBACK ON THE ASSESSMENT TASK
In addition to the individual feedback discussed in sections 5.1 and 5.2 above, there may be value in providing learners with a summary of the range of responses to the assessment task. Overall feedback statements can assist learners by giving them an indication of the way in which the strengths and areas for improvement and development of their own work relates to those of the group as a whole. A statement might indicate:
• characteristics of the best learners' work
• aspects that were generally done very well
• areas where the general standard of achievement was below what would be expected and how improvement can be made
• the way in which the learning that has taken place should be used in subsequent modules and learning tasks.
Points for further development It would have been useful to state in your introduction something about the focus of the question ie this question will consider….. (just making it more explicit) To have gained higher marks you needed to make more reference to ........ This is a strong answer but I felt that it lacked the flow of your first answer: the way that you built up and developed your answer. Nonetheless a strong and very thorough answer The strongest parts of your answer are those that draw on the wider literature to give support to your ideas. I have highlighted a few places where you might have made more use of evidence Be careful not to make statements that are emotive Be careful not to make statements that can’t be supported by your reading. You are clearly enthusiastic about the subject but you need to ensure that you focus on the question. There were occasions when your answer drifted away from what the question asked. For example.........
Things you did well Within this answer you fully identify and discuss some of the key characteristics that should feature in the relationship between............... Your work is fully grounded in the wider literature You develop your arguments well, highlighting complexities of this, particularly in relationship to...... You highlight the contradictions and limitations of the literature An excellent start to this assignment. You fully integrate core concepts into the answer making extensive reference to the wider literature A real strength is your ability to develop your ideas and to support them with full reference to a range of literature. A very full and comprehensive answer.
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5.6 LEARNER-GENERATED FEEDBACK
Development work undertaken at Sheffield Hallam University and elsewhere has highlighted the way in which self- and peer-assessment can enhance learning. This work has centred mainly, though not exclusively, on non-marked assessment. The purpose of this section is to indicate the way in which learner-generated feedback can be used in the process of awarding marks. Fig 9 gives details of an assessment pro-forma used in biomedical sciences. When handing in their work learners are required to estimate the mark they will earn against each criterion. They can then compare this with the actual marks awarded by the tutor when the work is returned. The value of this process is that it engages learners with the criteria. Learners might be advised to begin to assess their work against the criteria once the work is in draft form. In that way they can make improvements before it is handed in for marking. Fig 10 provides an example of a self-evaluation proforma for learners which can be tailored to individual modules.
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Self-Assessment, Marking and Feedback form for ALT Formal Laboratory Report - Biomedical Sciences
Name: Course: Assessment Criteria (note that style of English, general presentation and organisation will be taken into account within each of the following)
Self assessment (/10)
Staff Feedback Comments
Staff assessment (/10)
Title and introduction:
• complete front page heading (title, date, name )
• well written brief introduction
Methods section:
• Clear concise method section in no more than 250-350 of your own words
• Past tense, impersonal style
• Normal paragraphs, not numbered of bullet point lists
• includes concentrations of solutions and volumes used
Results 1: Written account and organisation
• Logical order of presentation of tables, figures and calculations
• Written description of the results referring to the tables and graphs presented
Results 2: Tables
• easy to follow neat tables of the results
• Correct units, headings and labels
• Legends where appropriate
Results 3: Figures
• neat clear presentation of selected well-labelled traces
• easy to follow neat graphs with suitable titles
• Correct units, headings and labels
• Legends where appropriate
Results 4: Calculations
• correct calculations of activity in nkatal/ml solution and nkatal/g tissue from basic principles using a trace included
• correct calculation of protein concentration in mg/ml and specific activity in nkatal/mg protein for every tissue sample
• correct %inhibition and I50 values
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Assessment Criteria (note that style of English, general presentation and organisation will be taken into account within each of the following)
Self assessment (/10)
Staff Feedback Comments
Staff assessment (/10)
Results 5: General quality of experimental data replicate measurements
Discussion 1:
• evaluation of main outcomes of the experiment
• comments on quality and reliability of the data obtained
Discussion 2:
• appropriate suggestions for further studies
• reference to published information (e.g. tissue distribution and function of aminotransferases
• any other relevant discussion
References:
• correctly presented list of the sources of information used in the preparation of the report and evidence of use in report
Total % Total% Areas for Further development: Tutor's Signature _________________________________ Date _____________ Moderator's Comments Moderator's Signature _________________________________ Date _____________
Fig. 9 Feedback Pro-Forma Including a Self Assessment Component
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Fig. 10 Self Evaluation proforma BA (Hons) Health and Social Care Assignment self-evaluation proforma Name: Module title: Level: Learning Contract (tick if applicable) General feedback
General Feedback
<40% 40-49 %
50-59 %
60-69 %
>70% What is your reason for ticking this box?
What is your evidence?
Overall Presentation
Breadth of reading to support your work
Referencing
Understanding of the assessment task
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Module specific feedback Learning outcome (please copy from module descriptor)
<40% 40-49 %
50-59 %
60-69 %
>70% What is your reason for ticking this box?
What is your evidence?
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Are there any issues that you consider to have affected the quality of your learning during this module? Yes No (please tick appropriate box) If yes, have you discussed this with a tutor or relevant other SHU officer? Yes No (please tick appropriate box) Additional Comments: BW 2006
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6.0 POINTS FOR CONSIDERATION
1. An Assessment Criteria sheet is NOT a feedback sheet on its own. It can be used to
visually illustrate where marks have been gained or lost, but should be supported by more
tailored feedback. This feedback may be written, verbal, (in an audio file, or face to face)
etc. It can come from tutors and/or peers. Good practice would be to give feedback in
more than one way, perhaps using a combination of the above.
2. There is no strict SHU policy forbidding staff to annotate learners' scripts. Evidence with
SHU strongly suggests that they prefer their feedback on the work where they can clearly
identify the points they need to address.
3. Where there may be issues around annotating scripts, post it notes have been used
successfully to locate the feedback in the relevant place.
4. Feedback should relate to the assessment criteria, which in turn should relate to the
relevant Learning Outcomes.
5. All assessment criteria should be given to the learners before they start the assessment
task. When coursework is given out to students it is important that:
• the task(s) are clear and unambiguously worded
• appropriate provision is made for students with disabilities
• assessment criteria are communicated to students in written form
• the relative weighting of each criterion is revealed
6. When marked work is returned to learners it is important that the learner:
• is able to see numerically and in writing where marks were earned and lost against
each criterion
• receives written feedback against each criterion
• is made aware of the positive aspects of the work as well as weaknesses and
areas for development
• is told how they can improve key aspects of their work in subsequent assignments.
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7. Wherever possible, feedback in all its forms should
• Provide opportunities for the learner to close the gap between their current and
desired performance
• Encourage teacher and peer dialogue around learning
• Help clarify what good performance is (goals, criteria, standards)
• Deliver high quality information to learners about their learning
• Provide information to teachers that can be used to help shape teaching
• Encourage positive motivational beliefs and self esteem in the learner
• Enable the learner to close their performance gap
• Provide constructive criticism
• Avoid personal judgements
• Avoid authoritarian language
• Motivate by praise and encouragement
• Encourage further learning
• Give guidance relevant to future work (feeds forward)
• Highlight areas of strength
8. In conclusion, all this feedback should be jargon free wherever possible. It needs to be
in student friendly language, include comments that are detailed and related to specific
aspects of their work, and appropriate to their level of study.
