item has a set of published assessment criteria. All feedback is then mapped against these criteria. Formative and Summative Assessment These two distinct aspects are embedded and reflected in formative and summative assessment. Formative assessment focuses on current learning and performance in relation to the assessment requirements, and on approaches to future learning. Its purpose is to develop students to learn more effectively. There is no formal grading at this stage. Summative assessment deals directly with the allocation of marks, grades and (where applicable) classification based on the extent to which the students have been successful in meeting the learning outcomes. Summative assessment may include a formative element that will enable students to understand their strengths and areas for improvement. Feedback is critical to informing the student learning experience. It can also place assessment in context to the overall aims of the programme, leading to greater engagement, understanding and improved learning. Marking criteria Set out in the appendix are a set of marking criteria. Marking criteria in individual modules will be based on these. Feedback Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at the different stages of the learning cycle, it helps to raise awareness of the strengths and areas for improvement. It also helps to identify actions to be taken to improve performance. Feedback can be seen as: Informal - (for example in day-to-day encounters between teachers and students or trainees, between peers or between colleagues) or Formal (for example written) On the course you will receive many different types of feedback, these can range from verbal to formally written which you will receive with your assignments. You will receive feedback within 15 working days of your submission.
item has a set of published assessment criteria. All feedback is then mapped against these criteria. Formative and Summative Assessment These two distinct aspects are embedded and reflected in formative and summative assessment. Formative assessment focuses on current learning and performance in relation to the assessment requirements, and on approaches to future learning. Its purpose is to develop students to learn more effectively. There is no formal grading at this stage. Summative assessment deals directly with the allocation of marks, grades and (where applicable) classification based on the extent to which the students have been successful in meeting the learning outcomes. Summative assessment may include a formative element that will enable students to understand their strengths and areas for improvement. Feedback is critical to informing the student learning experience. It can also place assessment in context to the overall aims of the programme, leading to greater engagement, understanding and improved learning. Marking criteria Set out in the appendix are a set of marking criteria. Marking criteria in individual modules will be based on these. Feedback Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at the different stages of the learning cycle, it helps to raise awareness of the strengths and areas for improvement. It also helps to identify actions to be taken to improve performance. Feedback can be seen as: Informal - (for example in day-to-day encounters between teachers and students or trainees, between peers or between colleagues) or Formal (for example written) On the course you will receive many different types of feedback, these can range from verbal to formally written which you will receive with your assignments. You will receive feedback within 15 working days of your submission.