POLICY ON STUDENT PERFORMANCE FEEDBACK At programme level, details of the practice of Student Performance Feedback must be provided in Student Programme Handbooks. All modules will have a published student feedback strategy. All Schools/GAPS will adopt the Principles of Student Feedback practice (see page 2). Student feedback will be given on all forms of assessed work and on any other group or individual contributions to a module. All modules will provide generic assessment feedback using Blackboard or some other appropriate method. All modules will set up which include the facility for “bulletin boards” students to pose questions. All programmes will have a programme portal through which feedback can be provided on meetings of SSCGs and Programme Boards. PRINCIPLES OF STUDENT FEEDBACK For each of the 7 principles of good feedback practice, some practical examples are presented below. These examples do not represent a comprehensive list nor is any one example mandatory. However there is an expectation that many modules will use one or more of these or alternative techniques to satisfy the principles. A: Facilitating the Development of Self-Assessment Students can be asked to: request the kinds of feedback they would like when they hand in work; identify the strengths and weaknesses in their own work in relation to criteria or standards before handing it in for teacher feedback; reflect on their achievements and selecting work in order to compile a portfolio; set achievement milestones for a task and reflecting back on progress and forward to the next stage of action; give feedback on each work (peer feedback) also helps support the other’s development of self-assessment skills (for example, Gibbs, 1999). B: Encouraging Teacher and Peer Dialogue Good examples of feedback dialogue in class include: providing feedback using one-minute papers (Angelo and Cross, 1990); reviewing feedback in tutorials where students are asked to read the feedback
POLICY ON STUDENT PERFORMANCE FEEDBACK At programme level, details of the practice of Student Performance Feedback must be provided in Student Programme Handbooks. All modules will have a published student feedback strategy. All Schools/GAPS will adopt the Principles of Student Feedback practice (see page 2). Student feedback will be given on all forms of assessed work and on any other group or individual contributions to a module. All modules will provide generic assessment feedback using Blackboard or some other appropriate method. All modules will set up “bulletin boards” which include the facility for students to pose questions. All programmes will have a programme portal through which feedback can be provided on meetings of SSCGs and Programme Boards. PRINCIPLES OF STUDENT FEEDBACK For each of the 7 principles of good feedback practice, some practical examples are presented below. These examples do not represent a comprehensive list nor is any one example mandatory. However there is an expectation that many modules will use one or more of these or alternative techniques to satisfy the principles. A: Facilitating the Development of Self-Assessment Students can be asked to: request the kinds of feedback they would like when they hand in work; identify the strengths and weaknesses in their own work in relation to criteria or standards before handing it in for teacher feedback; reflect on their achievements and selecting work in order to compile a portfolio; set achievement milestones for a task and reflecting back on progress and forward to the next stage of action; give feedback on each other’s work (peer feedback) also helps support the development of self-assessment skills (for example, Gibbs, 1999). B: Encouraging Teacher and Peer Dialogue Good examples of feedback dialogue in class include: providing feedback using one-minute papers (Angelo and Cross, 1990); reviewing feedback in tutorials where students are asked to read the feedback
Programme%20Handbook%20final.docx