Annex 1
The University of Reading
School of Esoteric Studies
Module: / Assignment:Candidate: / Proposed Mark:
Honours Degree Threshold and above qualities are as indicated by a ring or tick in the table below, additional Strengths and/or weaknesses are given overleaf
QUALITY /FIRST
/ CLASS / 2:1 / CLASS / 2:2 / CLASS /THIRD
/ CLASSRelevance
/ Totally / Almost wholly / Largely / Generally / For the most part / Some irrelevant digressions / Some irrelevance / Noticeable irrelevanceAccuracy / Completely, or
almost completely / Highly / Mostly / Mostly / Minor flaws / Some flaws / Some flaws / Some significant flaws
Fluency / With lucidity of
expression / With clarity of expression / Good / In large part / Sound / Competent / In a large part / Satisfactory
Clarity / Completely / Highly / Very clear / Clear / Mostly clear / Satisfactory / Sufficiently / Not always
Evidence of appropriate study of standard literature and/or methods and techniques / Complete over
Whole range / Strong grasp of a wide range / Good grasp
of a wide part / Solid grasp of a range / Familiar with most / Familiar with much / Limited familiarity / Very limited familiarity
Evidence of study beyond the standard material / Good / Some / A little
Selection of sources, ideas, methods or techniques / Excellent / Well judged / Good / Appropriate / More successful than not / With some success / Satisfactory / Only some
Analytical and problem solving skills or evaluation and critical thought in analysis / Mature / Very good / Good / Sound
Application of problem solving skills to arrive at a solution or of argument to reach a conclusion / Excellent, well
Justified, full conclusions / Very good / Good / Soundly justified / Sufficient / Some success / Satisfactory / Attempted but poorly realised
Integration of theory and evidence / Full / Strong / Very Good / Good / Some / A little
Scholarship / Excellent and
with flair / Very good / Some significant elements / Some
Additional Qualities / Comment / Weaknesses /
Comment
Originality in argument or problem solvingLateral thinking
Significant critical insight
Reasoned discourse involving critique and counter critique
Reasoned questioning of assumptions
Reasoned reflection on methodology
Instances of independent judgement;
Successfully application of knowledge and understanding in unfamiliar situations / Some imbalance between knowledge and argument or discussion
Some difficulties with organisation of the material or full understanding of the problem or issue
Some technical or factual flaws and inaccuracies
Some superficiality in understanding and/or use of material
Weak or limited selection of material and/or method
Some incorrect interpretation of the material
For work marked below honours threshold
· Work just below threshold for honours but showing some evidence of study
Evidence of effort and some study and an attempt to construct an argument or discussion which demonstrates some awareness of the issue. Although the work does not reach the standard of an honours degree because of error, poor or incorrect use of material and/or technique the candidate has benefited from the course and gained some useful knowledge
· Work which is not satisfactory but contains elements indicating some worth or effort
Displays some very limited knowledge gained from study and an attempt to construct an argument or discussion but significantly flawed by the inclusion of irrelevant content and/or use of inappropriate method
· Clearly failing work
Deserving of some recognition only for making an effort and showing a little knowledge has been gained and a minimally coherent presentation of material or argument has been attempted
· Seriously failing work - Only isolated knowledge displayed
· Work not submitted or work disqualified for lateness or on disciplinary grounds
8
Providing feedback to students on their performance
Annex 2
The University of Reading
School of Esoteric Studies
Assignment Self-Evaluation Sheet
* Students should complete both parts and bring this sheet to their essay return tutorial.*
Part 1
Name: Personal Tutor:
Essay Title: Module and Module Convenor:
Part 2
Refer to the School Handbook for details of the marking criteria for essays.
1. Do you think you have used enough evidence from the relevant primary and secondary material to support your points?
2. Do you understand the issues involved?
3. How well do you think the argument/case is presented in your essay? Is the essay written in coherent, articulate and good English?
4. Do you think your essay shows the ability to develop a personal viewpoint?
5. How would you describe your participation in seminars this term?
Seminar attendance
Seminar preparation
Seminar discussion
6. Where would you like to go from here?
Areas you need help on
Areas you would like to examine in more detail
Questions you would like to discuss
How do you think your essay could be improved
7. Do you think your essay writing skills are improving?
Annex 3
Examples of Feedback Forms & Strategies
1 Attached are a number of examples of feedback forms which could be used to both simplify the feedback process and provide greater consistency of feedback across modules. They are not meant to be prescriptive but rather to provide ideas on the range of approaches which might be adopted.
2 These examples have been grouped into two broad categories:
Standardised Feedback Sheets for Written Work.
3 The first group is a set of four forms which represent a range of examples of standardised sheets which might be developed so that all students receive the same type/style of written feedback. The first form is very open-ended allowing tutors to provide what they consider to be the most important comments. The second form starts to align the feedback to the assessment criteria. This would allow staff and students to identify specific areas of weakness and to track recurring problems both within and across modules. The third and fourth forms identify more explicitly the assessment criteria and help the marker by providing a “tick the box” approach while still leaving some room for individual comments. This approach might be particularly helpful when dealing with large student groups.
Standardised Feedback Sheets for Specific Activities
4 The last three examples are of feedback sheets for specific activities such as laboratory or practical work. Again the intention is to provide consistent and thorough feedback to students. The first is a sheet for a seminar/tutorial leader to complete on each student at the end of a term. In this instance contribution to the seminars is an integral part of the assessment of a module. The second example is a feedback sheet related to practical work where there are both academic and other practical skills being assessed. The final example is a feedback sheet used for group presentations. This is intended to provide feedback on content and analysis as well as more general key skills including presentation and ability to work as a team.
5 All of these examples are available on the web:
(http://www.reading.ac.uk/web/files/qualitysupport/feedbackexamples.doc)
and can be downloaded as word documents so that they can be adapted to a department’s or module convenor’s requirements. It is recognised that each discipline will need to select an approach which is appropriate to the field and to the size of the student body.
Note: These examples have been drawn from a cross-section of departments within the University and adapted to make them appear as generic as possible. Thanks to all those departments who provided information to the Working Party. If other departments have examples of feedback forms they would like to share with other members of the University, they can send them to Dr Julia Phelps, Director of the Centre for the Development of Teaching and Learning () ideally as word documents by email.
The University of Reading
School of Esoteric Studies
[Example 1 - Feedback on written assignments]
Assignment Comment SheetModule:
Assignment:
Student (enter student assessment NUMBER only):
Marked by: / Date:
Cross marked by: / Date:
GRADE:
Comments
The University of Reading
School of Esoteric Studies
[Example 2 - Feedback on written assignments]
Assignment Comment SheetModule:
Assignment:
Name:
Marked by:
GRADE:
Relevant Reading:
Structure of Essay:
Understanding of Issues:
Writing Style:
Referencing and Presentation:
Critical Analysis:
Overall
8
Providing feedback to students on their performance
The University of Reading
School of Esoteric Studies
[Example 3 - Feedback on written assignments]
Assignment Comment SheetModule:
Assignment:
First Marker:
First Marker:
Provisional mark: / Date:
Key to Rating Scale:-
ü - - - means that the statement on the left is true
- ü - - means that the statement on the left is true to some extent
- - ü - means that the statement on the right is true to some extent
- - - ü means that the statement on the right is true
Note: Items left unticked are not relevant to this assignment
Content:
Extensive and relevant research on the topic - - - - Limited and irrelevant research on the topic
High level of critical analysis - - - - Descriptive only
Relates theory to practice when appropriate - - - - Little attempt to relate theory to practice
Argument developed coherently - - - - Argument lacks coherence
Original creative approach - - - - Little originality & creativity
Expresses anti-values - - - - Expresses discriminatory values
Structure
Sets appropriate objectives - - - - No appropriate objectives
Materials well organised - - - - Material rambles and lacks continuity
All tasks requirements met - - - - No tasks requirements met
Presentation and Style
Legible and well set out - - - - Untidy and difficult to read
Reasonable length - - - - Over/under length
Grammar and spelling good - - - - grammar and spelling poor
Full and correct citation of references - - - - Incorrect citation of references/missing references
Uses anti-discriminatory language - - - - Uses discriminatory language
CommentsContent:
Structure:
Presentation and Style:
The University of Reading
School of Esoteric Studies
[Example 4 - Feedback on written assignments]
Assignment Comment SheetMarking Student Number:
Module:
Submission Date: / Date received:
Word limit: / No. required / Actual No. of words:
Statement of Original Authorship
I confirm that this material contained within this assessment is all my own work. Where the work of others has been drawn upon (for example, books, articles, unpublished papers including the work of staff and students) it has been properly acknowledged according to the appropriate academic conventions. I also confirm that I have read and understood the Faculty’s statement on academic honesty
Marking Student Number / Date
First Marker: / Date
Second Marker: / Date
Provisional Mark
Key to Rating Scale:-
ü - - - means that the statement on the left is true
- ü - - means that the statement on the left is true to some extent
- - ü - means that the statement on the right is true to some extent
- - - ü means that the statement on the right is true
STRUCTURE (20%)
Clear introduction - - - - No introduction
Aims and Objectives clearly stated - - - - No appropriate aims and objectives
Material well organised - - - - Material lacks cohesive structure
Clear summary and conclusion - - - - No summary / conclusion
PRESENTATION AND STYLE (20%)
Legible and well-presented - - - - Untidy and difficult to read
Grammar and spelling good - - - - Grammar and spelling poor
Effective use of quotations - - - - Quotations add little to argument
Adequately acknowledges sources - - - - Sources inadequately acknowledged
Referencing & bibliography correctly cited - - - - Incorrect citation
Reasonable length - - - - Over/under length
CONTENT (60%)
Evidence of wide reading on topic - - - - Limited reading on topic
Material relevant to topic - - - - Material has little relevance
Arguments developed coherently - - - - Argument lacks coherence
Critical analysis of subject - - - - Uncritical account
Presents appropriate evidence - - - - Asserts without substantial evidence
Relates theory to practice when appropriate - - - - Little attempt to relate theory to practice
Expresses anti-values - - - - Expresses discriminatory values
Comments8
Providing feedback to students on their performance
The University of Reading
School of Esoteric Studies
Final Year Student Seminar Report
[Example 5 - Feedback on practical and laboratory work]
Name:Module:
Degree Programme:
Personal Tutor:
Year/Term:
Attendance Record
Comments
Seminar Performance and general participation
Comments
Assessor / Mark
Assessment criteria for part III oral and seminar work
1st Class (70-100) / Upper 2nd (60-69) / Lower 2nd (50-59) / 3rd Class (40-49) / (0-39)
Knowledge base (on a topic they are leading on) / Highly accurate / Mostly accurate / Some accuracy, but also noticeable factual flaws and inaccuracies / Significant factual flaws and inaccuracies / Extremely limited knowledge
Knowledge base (contributing to general discussion) / Highly accurate / Mostly accurate / Some accuracy, but also noticeable factual flaws and inaccuracies / Significant factual flaws and inaccuracies / Extremely limited knowledge
Willingness to contribute to discussion / Freely contributing, proactive / Freely contributing, but requiring some prompting / Hesitant contribution, requiring prompting / Limited contribution, even when prompted / Unresponsive
Style of presentation / Competent, confident, eye contact, audience interest maintained / Clear voice, easily understood, key points emphasised, audience interest maintained / Some eye contact, voice may be quiet, but is clear, audience interest can waiver / No eye contact, generally monotonous, group interest lost / Mumbled, hesitant, incoherent, minimal effort
Questioning / Incisive questioning, always to the point / Happy to question, some questioning of arguments and interpretation / Occasional questions, mainly related to comprehension / Questions rare and limited to comprehension / Never asks a question
8
Providing feedback to students on their performance
The University of Reading
School of Esoteric Studies