The current CU assessment strategy recommends that where possible, marking should be done anonymously. This guide give guidance with regards to implementing anonymous marking but also exlore the difficulties in implementing such practices and suggest potential approaches to make marking more fair and objective.
When we design assessment, or write an assessment brief, we as markers know exactly what we expect from the students. But will it meet quality standards, levelness, etc.? Moderation and external examining have always been the cornerstone of quality assurance and enhancement in Higher Education in the UK. What may we need to consider? Some guidance and good practice can be find in the linked toolkit.
A wide range of literature exist exploring the notion of meaningful feedback. In this guide we explore the considerations to take into account to really ensure we give meaningful feedback to students.
Feedback can be delivered in many forms as long as it is meaningful and feedforward. Explore here some examples and see what may best fit you and your students to make feedback more effective and sustainable.
This is known as rather a ‘frustration’ to both tutors and students – so what can we do to get students engaging with your feedback and really take this on board to develop and enhance their learning? Conversations to be had with students…
This guide for academic staff outlines the benefits of using audio feedback, and how you can get started.
Students’ views on feedback
Listen here to what CU students tell us about:
- How to make feedback useful for us (students)?
- When and how should feedback be provided?
- More thoughts about feedback.
HINT: Revisit this page regularly for updates and more toolkits.