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teacher is nice and patient

the class is inspiring

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the speeds of speaking can be more slowly

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the speeds of speaking can be more slowly

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The professors are very patient. The content of this course is well related to my own experiences.

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more practical activities

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I learned a variety of theoretical frameworks and understood the environment and social role of children

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The teachers are very patient and kind, and the content of this class is also very good

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The class was set up in an interesting way, and the teacher's recommended after-class reading materials helped me a lot in learning about children and completing after-class assignments. The reading material about the comparison between Chinese and English also interested me a lot.

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Add references in the slides of all information written in the slides because when the students want to get more information about what’s written they couldn’t, which makes them search for new references from the library 

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Add references in the slides of all information written in the slides because when the students want to get more information about what’s written they couldn’t, which makes them search for new references from the library 

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add some brainstorming and creative work.

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give some creative teamwork in the class

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give some creative teamwork in the class

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The pdf about the assignment is somewhat poorly written. Some of this content is not the same as what is required in the class PowerPoint.

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The professor was patient

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The combination of lecture and tutorial

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So many different instructions from different tutor  made us confused when doing assignments.

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So many different instructions from different tutor  made us confused when doing assignments.

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Group work can be used to get students to pass on more voices and to give examples about the treatment of children in different countries.

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Unify the format requirements before starting the module

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Hopefully there will be more feedback to help me improve, and I was a little scared to see my scores.

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The class used a lot of PowerPoint to explain the difference between qualitative and quantitative research and to give us examples. These contents can make us better in designing our thesis.

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I think the pace of speech is a bit fast

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Much of the class only provided very abstract concepts and definitions. The examples used were also rather too abstract and a little difficult to understand.

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Combining seminars and lecture helps to understand

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The lectures  were really useful and good and I enjoyed attending all of them.

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The problem is professors in one module have not the same thoughts and opinions at least about our assignments. 

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The problem is professors in one module have not the same thoughts and opinions at least about our assignments. 

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Two professors of one module, uploaded examples of our assignment on the Minerva. Their examples were different from each other and this cause when they were assessing our assignments, they reject whatever we have done in our assignment based on the example of another professor.

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Two professors of one module, uploaded examples of our assignment on the Minerva. Their examples were different from each other and this cause when they were assessing our assignments, they reject whatever we have done in our assignment based on the example of another professor.

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We cannot understand what should we do as students? We should follow which professor?

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Hope that the course will give more examples, such as providing papers with exemplary qualitative or quantitative research, or providing examples of well-done interview data collation. Purely conceptual and textual content is not very conducive to learning and understanding, and can be accompanied by some examples, videos and picture examples.

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It happened several times.

Assessment criteria is really vague. The scores are really low and we as students are losing our hope. Because in new assignment, when we try to correct our mistakes that we had in previous assignment, in new assignment, we receive completely different feedbacks.

Our progress is not encouraged.

It has been overwhelming for us as students.

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Assignments are assessed too late. While receiving assessment at least after one week, can help us to learn about them and correct our mistakes and do not use them in next assignments.

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Assignments are assessed too late. While receiving assessment at least after one week, can help us to learn about them and correct our mistakes and do not use them in next assignments.

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- theorising I felt was good, happy they listened and changed the workload to fit with the word count, lectures were well presented and assessment seminars useful

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- the issues with tutor communication (notably when delyth told us not to do recordings for out proposals but then a few days before the deadline syafiq said we should, and the proposal example being incorrect on minerva)

- timings for the foundations felt unbalanced (lecture too short, seminar too long)

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The assessment instructions can at times be really unclear. This has been the case for me for the Foundations of Educational Research module. The first assessment structure appeared to alter half way through the module and academic skills tutors and lecturers gave different advice. Also, an example was only provided when asked. This was really helpful but should have been provided first of all.

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The assessment instructions can at times be really unclear. This has been the case for me for the Foundations of Educational Research module. The first assessment structure appeared to alter half way through the module and academic skills tutors and lecturers gave different advice. Also, an example was only provided when asked. This was really helpful but should have been provided first of all.

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Again, the presentation for Foundations of Education Research was inconsistent with advice. Turn It In can only accept files up to a certain size and video files can be really big. If the module leader required a video file then an alternative location to submit the assessment should have been provided, such as a password protected One Drive.

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Again, the presentation for Foundations of Education Research was inconsistent with advice. Turn It In can only accept files up to a certain size and video files can be really big. If the module leader required a video file then an alternative location to submit the assessment should have been provided, such as a password protected One Drive.

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Lectures and tutors are really approachable

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Lectures and tutors are really approachable

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I have some concerns about the marking system. It seems that some assignments are marked by lecturers who are not the main lecturers teaching the module, and I’ve noticed some inconsistencies as a result. For example, we agreed that a certain format of a table for the literature review was acceptable, yet a lecturer still flagged it as incorrect in their feedback. 

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I have some concerns about the marking system. It seems that some assignments are marked by lecturers who are not the main lecturers teaching the module, and I’ve noticed some inconsistencies as a result. For example, we agreed that a certain format of a table for the literature review was acceptable, yet a lecturer still flagged it as incorrect in their feedback. 

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This has created some confusion among students. It would be great to have a more consistent marking system, such as having the main lecturers mark the assignments. Alternatively, if other lecturers are involved in marking, perhaps the main lecturers could review the feedback to ensure it aligns with what has been agreed during the class.

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In some cases, the feedback focuses more on secondary elements, such as word choice or grammatical structure, rather than the core points of our work. While grammar and clarity are important, we are not on an MA TESOL or a linguistics major, where such aspects would naturally be a primary focus. 

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In some cases, the feedback focuses more on secondary elements, such as word choice or grammatical structure, rather than the core points of our work. While grammar and clarity are important, we are not on an MA TESOL or a linguistics major, where such aspects would naturally be a primary focus. 

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For many international students, language barriers can limit feelings of inclusivity and increase pressure. I think it would be helpful if the focus remained on assessing how well we address the main points and arguments in our assignments, as this feels more aligned with the learning objectives.

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The marking criteria can sometimes feel misaligned with the assignment itself. For example, for our essay on policy, one of the criteria was about relating to personal experience, but the essay required a broader, more theoretical approach, making this criterion less relevant. Perhaps lecturers could consider using 'key answers' (rather than subjective marking criteria) covering main points or theories that students should address. 

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The marking criteria can sometimes feel misaligned with the assignment itself. For example, for our essay on policy, one of the criteria was about relating to personal experience, but the essay required a broader, more theoretical approach, making this criterion less relevant. Perhaps lecturers could consider using 'key answers' (rather than subjective marking criteria) covering main points or theories that students should address. 

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This could help ensure the marking reflects the core aims of the assignment more accurately.

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When you need a clarification for your feedbacks and our scores, some professors do not clarify and just reject us. 

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When you need a clarification for your feedbacks and our scores, some professors do not clarify and just reject us. 

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Positives:

The assessment method is creative.

I really liked the seminar activities, such as conducting interviews related to research ethics.

Negatives:

The 10-minute time limit and 10-slide restriction were not sufficient, especially since we had to balance between what was displayed and what we were saying.

Having two models created some ambiguity. For example, in the first column of the table.

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The assessment method is creative.

I really liked the seminar activities, such as conducting interviews related to research ethics.

Negatives:

The 10-minute time limit and 10-slide restriction were not sufficient, especially since we had to balance between what was displayed and what we were saying.

Having two models created some ambiguity. For example, in the first column of the table.

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I think this class is quite useful for me.

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I think this class is quite useful for me.

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Assignments are being assessed too late. While receiving assessment at least after one week, can help us to learn about them and correct our mistakes and do not use them in next assignments.

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Assignments are being assessed too late. While receiving assessment at least after one week, can help us to learn about them and correct our mistakes and do not use them in next assignments.

# data[].attributes.body
In some cases, the feedback focuses more on secondary elements, such as word choice or grammatical structure, rather than the core points of our work. While grammar and clarity are important, we are not on an MA TESOL or a linguistics major, where such aspects would naturally be a primary focus. For many international students, language barriers can limit feelings of inclusivity and increase pressure.

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I think it would be helpful if the feedback focused on assessing how well we address the main points and arguments in our assignments (instead of focusing too much on linguistics such as word choice or grammar), as this feels more aligned with the learning objectives and more inclusive.