Download Assessment Feedback Policy for University Students and more Summaries School management&administration in PDF only on Docsity! Assessment Feedback to Students Policy This is a defined policy which all Faculties are required to follow. 1. Managing Students’ Expectations Feedback plays a significant part in the learning process and students should therefore be actively encouraged, from the outset, to understand the key issues relating to assessment and feedback at University. The learning, assessment and feedback processes at University can be very different from those which students have encountered previously. In managing students’ expectations on assessment feedback, Faculties must ensure that all programmes, at an early stage, (for example, at induction and at the start of modules): 1.1 introduce students to the purposes and methods of assessment. 1.2 indicate the range and types of feedback that will be made available to students, and explain how and why these may differ from their previous experiences. 1.3 highlight the sources of additional support for learning that are available and how they may be accessed, if needed. 2. Principles of Effective Feedback For feedback to form an effective, integral part of the learning process the following principles need to be met: 2.1 Adequacy of Feedback Students must be provided with feedback which is effective so that it enables them to learn and improve their performance. Feedback that is sufficient and adequate: a) is more than a mark, grade or grade indication, or general phrases such as “Good effort”; b) is provided, in some form, on both formative and summative assessments; c) is clearly linked to the assessment criteria and grade descriptors; d) is sufficiently clear and detailed in highlighting specific strengths and weaknesses so that a rationale for the mark/grade awarded is evident; e) is targeted on key actions that will lead to improved performance; f) is constructive in indicating how any shortcomings might be addressed, thus minimising the risk of alienation or demotivation; g) is delivered in a manner which is participative, offers further explanation if needed and encourages student reflection about their learning; h) provides guidance on how further support for learning may be accessed if necessary. 2.2 Timeliness of Feedback The timing of assessments and the timing of feedback are important if feedback is to be understood in the context of recently experienced learning activities and received in sufficient time to contribute to improving future performance. Effective actions to be taken to ensure timeliness include: i) feedback on assessments within 4 working weeks after the submission date. Students must be informed of the reasons if feedback will not be provided within this timeframe and when, in such circumstances, feedback will be made available. 1 of 2
