These procedures provide guidelines for the provision of feedback. This should be read in conjunction with the Faculty Feedback Policy.
During Semester Test
For a test administered during the semester the unit convenor should provide general information about the performance of the student cohort to all enrolled students. This may be done face-to-face during a lecture or tutorial time slot or via the unit MUSO website.
- This type of information allows students to benchmark their own overall performance against the student cohort.
- Specific information regarding sections of the test, e.g. percentage of students that demonstrated a clear understanding of a particular section of the curriculum, alternatively, sections of the curriculum that were identified within the test as being difficult or poorly understood by students may also be given. Information may also be further broken down to the performance of the student cohort for specific questions. The extent of the feedback provided by the unit convenor should be that which can provide the most useful information for students without compromising the quality of further assessment tasks (e.g. it is possible that answers cannot be given for all questions if this would diminish the question bank available for future assessments).
- Provision of model answers to assessment tasks can also serve as feedback and help students identify their own strengths and weaknesses.
For written in course tasks such as essays, assignments and reports, feedback should include comments that enable the students to improve their performance in similar future assessment tasks. Feedback may be provided via a formatted feedback sheet and/or via written comments on the piece of work.
- A formatted feedback sheet would generally contain or have attached a list of the marking criteria used by staff in assessing the work together with ratings or comments about the student’s performance on each criterion.
- Comments written by staff on the piece of work should identify the good aspects of the work as well as areas that require improvement. Care should be taken with the language used to convey feedback, comments should be constructive. Detailed specific comment on the student’s work is highly valued by students and can be a very effective means of providing feedback.
- Feedback may also be provided by meeting individually with a student, or with a group of students, to discuss their performance in one or more assessment tasks.
- Video and audio recording may be used to provide feedback to students on assessment tasks that measure performance and/or clinical skills.
Faculty Undergraduate Education Committee 6/2007
Postgraduate Coursework Degrees Committee 1/08
Faculty Board 1/08