Assessment and feedback
Innovative assessment and feedback practice.
What is mid-course feedback?
Assistant Principal Academic Standards and Quality Assurance and the Head of Quality Assurance and Enhancement Team in Academic Services, explain the importance of mid-course feedback for both staff and students, and present findings from a recent evaluation to determine the effectiveness of mid-course feedback across the University, as well as providing tips on how to conduct this type of feedback.
Student feedback experience
A Masters student describes how Course Enhancement Questionnaires and mid-course feedback gives students agency in helping lecturers improve their teaching skills.
Valuing mid-course feedback
Assistant Principal Academic Standards reflects on the value of mid-course feedback, provides a reminder of policy and guidance available, and explains its place amongst other student voice mechanisms.
A language assistant in the School of Literatures, Languages and Cultures, contributes to the Enhancement Themes* work that the University is engaged in to close the gap between student and staff perceptions of feedback.
Example – BluePulse and continuous feedback
A learning technologist in the Business School, describes a pilot project that uses a social feedback platform to engage students and staff in continuous course feedback.
Presentation slides from Directors of Teaching Network
The Vet School uses Top Hat for instant feedback. In the School of Mathematics, Course Organisers use a template for collecting feedback during class. The School of Health in Social Science reflects on learning from mid-course feedback and use of "You said, we did".(Presentation slides from Directors of Teaching Network.)
Contacts: Professor Susan Rhind, Royal (Dick) School of Veterinary Studies. Professor Iain Gordon, Head of School of Mathematics. Dr Emily Taylor, Health in Social Science
Traffic-light feedback system
Japanese Studies developed a 'traffic light' feedback system. It helps students to know what they are doing well, what they aren’t doing so well at and what to focus on next. The traffic light system is being adopted more widely in the School of Literatures, Languages and Cultures.
Contact: Dr Chris Perkins, Undergraduate Director, School of Literatures, Languages and Cultures
Co-created dissertation guidance
New and experienced supervisors co-created guidance to clarify the expectations and roles of dissertation supervisors and students. The guidance has a particular focus on how to give effective feedback on student writing.
Contact: Dr Neneh Rowa-Dewar, Dissertation and Research Co-ordinator, Deanery of Molecular, Genetic and Population Health Sciences
Standardising feedback reports
Highlighted in Internal Periodic Reviews
The PPR of Molecular, Genetic and Population Health Sciences commended the work that staff have undertaken to develop their feedback; training, peer learning and the use of pro-forma reports to standardise feedback.
The standard feedback sheet that is in use and the ‘feed-forward’ approach was commended in the TPR of Social Anthropology.
Contact: School Director of Quality
Feedback from Assessment
QAA Scotland’s Focus On project: what students value in the feedback the receive and exploring recent developments in providing feedback including new technology.
Journal club-style presentations
The Deanery of Biomedical Sciences has introduced an assessed journal club-style presentation as part of the course for 1st year students. They also introduced a new additional session where students assess presentations by course staff.
Contact: Dr Melanie Stefan, Lecturer, Deanery of Biomedical Sciences
Teaching Matters is the University's website, blog and postcast for for sharing ideas and approaches to teaching, and for showcasing our successes.
Contact: Dr Jenny Scoles, Academic Developer (Learning & Teaching Enhancement), Institute for Academic Development
Assessment and Feedback
QAA Scotland’s Focus On project: use of technology, working in partnership with students’ associations and consistency of policy and practice.
Highlighted in School Annual reports
For further information contact the School Director of Quality
- Assessment and feedback software (Edinburgh Medical School)
- Improved marking criteria guidance leading to increase in National Student Survey scores (Economics)
- Interactive class on assessment (Engineering)
- Improvements in assessment and feedback methods are evident in course evaluations (LLC)
- Lecture recording and top hat (Physics)
- Assessment/marking scheme transparency – online tool for assessment of postgraduate taught projects and dissertations being rolled out (Maths)
- Audio feedback provided as standard on all postgraduate taught assignments (Edinburgh Medical School)
- Hand-in diaries and best of three assessments (Physics)