Provide feedback on the assessments of the students are certainly among the most essential elements of teaching and effective learning. Marking student work is perhaps among the more tax tasks facing University professors, students need feedback almost both seems to be insatiable. However, your comments on the assessments is very often cited by students UK surveys such as the National Survey of student (NSS) as being among the less satisfactory aspects of their educational experience. If a student has played a high level in their assessments or a lower level, feedback is always important and perhaps mainly where the student performed poorly, and has a significant room for improvement.
Assessment and feedback performs a number of roles; providing a basis for the classification and comparison between the performance of students. highlighting areas of strength and weakness of the work; and motivate the students to maintain or raise their level of performance. This element of motivation should not be ignored. Students will almost always to express a desire for comments, in practice, many can be defensive in the reception, that they give to it. Among the students "non-traditional", especially in the early stages of their curriculum, where students are often not accustomed to be judged according to the standards and criteria that they can not yet fully appreciate or understand, the first reactions to comments can sometimes be crucial in shaping future student decisions and improve or potentially seriously damage their confidence. Degrees more or less, these points are valid for the vast majority of students in higher education.
For all these reasons, special attention should consider the nature and structure of the feedback given by academics to their students. A common and effective approach is the model of the so-called "sandwich". In the sandwich approach, feedback starts with positive remarks on some aspects of the work, before moving to a more critical analysis in the centre of the "sandwich". Feedback concludes with further positive comments, designed to let students with an upbeat feeling, even where the critical analysis provided in the centre of the sandwich can perhaps constituted the greater part of the feedback given.
Of course, where the work of a student is strong, it is always easy to find positive and constructive comments with which open and close the comments. When work is perhaps much lower, the conclusions of the positive to say things may be more difficult, but it is rarely unable to do so. By providing your comments into something akin to la manner suggested here, the Université effective teacher pay also attention to the vocabulary in which is expressed la feedback, seeking again to ensure that the used vocabulary closely integrates the desired object and the desired result.
Dr. P. Cooper is an educational researcher qualified Ph.d. and a teacher qualified, specialized in higher education in the United Kingdom. Before entering higher education, he worked for 12 years in the industry, including five years at the Director level. He has research interests, in aspects of the development of education policies and practices and experiences of students in higher education. Make me visit: http://universityinsight.co.uk/
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