Despite improvements in recent years, there is evidence that there remains general dissatisfaction among students in the UK HE sector, with regard to the feedback they
receive (HEFCE 2014). Reasons for this dissatisfaction are diverse and not always clear, despite there being much anecdotal evidence that teaching staff already believe they are meeting students’ needs by providing plenty of feedback.
This project was an exploratory study into student perceptions of formative feedback in two schools from the faculty of Engineering and Physical Sciences at the University of Manchester. The aim was to gain a better understanding of student preferences as to the function, content and mode of delivery of formative feedback. Continue reading Student perspectives on formative feedback: an exploratory comparative study→
Another colleague of mine Professor Andy Gale (@AWGale) has recently reflected on the potential for blogging and microblogging in teaching. Here is a link to the article which includes suggestions for developing good habits in relation to blogging and microblogging ( Potential for blogging and micro blogging in teaching ) I post it here with his permission and hope it may be useful to those of you considering similar changes to your teaching practice . Andy also blogs at andy gale.
My School of MACE colleague Dr Therese Lawlor-Wright (@Therese_LW) has recently produced this short and informative case study (Moving to E Assessment) of her experience of moving from paper based to online examination for more than 300 Post Graduate Taught students here at The University of Manchester. I post it here with her permission and hope it may be useful to those of you considering similar changes to your assessment practices. Therese also blogs at thereselawlorwright.
The assessment for a large taught postgraduate unit was changed from traditional essays to group based wikis with the aim of promoting collaborative learning. This video shows what we did…
