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The University of Edinburgh College of Humanities and Social Science 27 May 2010 HSS UGSC 09/10 5D For discussion Disclosable Feedback Standards and Guiding Principles Background The Enhancing Feedback task group of the University’s Learning and Teaching Committee has produced a document entitled Feedback Standards and Guiding Principles. Senatus endorsed the draft document at its meeting in February 2010. Following consultation with Schools and Colleges, a revised document will be going to Senatus for approval on 16 June. This revised document and contextual paper can be accessed via the Learning and Teaching Committee website at: http://www.acaffairs.ed.ac.uk/Committees/LTC/2009-10/20100526/PaperB- Feedback.pdf As part of the consultation process, members of the College’s Undergraduate Studies Committee and Postgraduate Studies Committee were invited to a joint discussion meeting. The note of this meeting is attached, along with an implementation guide that Schools may find helpful in planning their implementation of the standards and guiding principles. The Committee is invited to discuss how the feedback standards and guiding principles can be implemented most effectively and to share examples of current good practice. Lynn Hyams May 2010 Feedback Standards & Guiding Principles Implementation Guide This document is intended to support colleagues in Schools and subject areas in implementing the Feedback Standards and Guiding Principles (which will be presented to Senatus for formal approval on 16.6.10). It is not intended to be either exhaustive or prescriptive. Rather, the basic aim is to provide an aide-memoire to assist colleagues in checking whether their practices are already consistent with the standards and if not, how this can be efficiently and effectively rectified. A higher-order aim is to encourage ongoing reflective practice about how to continue enhancing the quality and effectiveness of feedback. Before start of next session Circulation of Feedback Standards and Guiding Principles document to all academic staff in Schools. Documentation (e.g. course handbook, course website) for each programme & course: • does it inform students how, where & how feedback is offered in each course? • are assessment expectations, standards and marking criteria clearly explained? • is the timescale for returning work to students clearly specified (this may be different for different items of assessment)? • does it communicate to students the diverse nature of feedback (re purposes, sources & forms), giving examples of how this is instantiated in the particular course? • does it emphasise that feedback is a two-way process and that students are expected to make good use of feedback in their learning? Planning how to integrate discussion of feedback into teaching, e.g.: • how can induction sessions and introductory lectures be used most effectively to highlight and reinforce the information in the course documentation? • how can this be followed up on at key points during the year? Guidance for markers (e.g. handbooks and training sessions for postgraduate tutors & demonstrators): • does this emphasise the importance of feedback that is informative (i.e. highlighting strengths & weaknesses, giving specific example or explanations) and helpful (i.e. offering suggestions about how to improve)? During next session & ongoing Providing opportunities for discussion with students re assessment expectations, standards and marking criteria, to enable them to understand and interpret feedback • how and when to do this? – e.g. in tutorials, prior to assessment deadlines, when returning marked work Course design: • reviewing whether design of course maximises the opportunities for efficient & effective feedback (for current and new courses) – e.g. Could more use be made of mid-semester assessments? Do students receive feedback in time to improve their subsequent performance? Staff development: • providing opportunities for sharing of good practice – e.g. discussions at School/subject area meetings • supporting & encouraging innovation – e.g. contributing to TLA website on feedback Quality assurance: • is there adequate monitoring of provision of feedback (e.g. in course questionnaires, staff-student liaison committees)? • is appropriate action taken to address any concerns raised (e.g. by course organiser, Director of Undergraduate Studies or Head of School)? Morag Donaldson Dean of Undergraduate Studies, CHSS 20.5.10 The University of Edinburgh College of Humanities and Social Science Notes of UG/PG Discussion on Feedback Standards and Guiding Principles on 19.4.10 Present: Dr Morag Donaldson, Dr Richard Williams, Dr Andrew Newman, Dr Tony Kinder, Dr Andrew Marsham, Dr Elaine Kelly, Dr Fiona McKay, Sara Welham, Beth Goodwin- Andersson, Lynn Hyams Background The standards and principles are deliberately broad and not prescriptive to encompass current good practice Sara Welham wants final comments from Colleges end May/early June on standards and principles Academic Affairs will be drafting a brief guide for students directing them to the appropriate University website Major points made in discussion Draft checklist to support embedding of standards and principles circulated Suggestions made to: - Give clear examples of existing good practice - Emphasise need for students to be given feedback early - Use a brief table in course handbooks describing how many elements of feedback an individual student will receive, what type of feedback and when Possible templates could be used for handbooks QA loop must be closed – how do we do this? Need effective monitoring of feedback procedures – needs to be measurable Increasing feedback can have resource implications Early feedback for one-year masters programmes is essential and current practice needs urgent reviewing Guidance to staff produced on how to help international students make the transition to the UK learning culture and possible creation of skills sessions for international students (e.g how to read a paper) PGR students need to be explicitly included in the standards and principles Dialogue essential with students on what is useful feedback Presentation of feedback information within course handbooks: should not include too much prose, e.g. the Business School uses tables to present the information Summary Standards and principles generally welcomed Concerns on most effective way to engage all staff How do we get the right balance between being general and too prescriptive? How do we deal with Schools’ different resource issues? Good practice examples from across CHSS extremely helpful to make issues ‘real’ Task group need to clarify how the quality loop is closed Task group to consider the PGR perspective Need for meaningful feedback to students cannot be overstated
"Feedback Standards and Guiding Principles"