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We have largely focussed on summative assessment period- but should we be thinking more about formative assessment?

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If we are moving to turnitin and online assessment, is using automated responses and rubrics "good feedback?"

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Not just how we define the 15 days in terms of working days but also how this is managed in terms of workflow particularly with group of marking staff who are all part time. 15 days = 3 weeks for FT staff but a lot longer for 0.5PT

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Outsourcing marking to graduate students. Frees time for lecturers to do all the rest.

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Our department is trialling specifying feedback times on the coursework dates sheet, including where staff may go over 15 days

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Do all staff understand formative assessment and the significance of feedback? Covered on PGCE-HET

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Can use individual tutorial meetings to request students go through their own assessment feedback in order to discuss in tutorial

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Assessments can vary from 10,000 word dissertations to short essays. Some broadcasting assignments can take three hours to grade, yet all these assessment types are subject to the same turn around time

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We need to consider any changes in the wider university context, for example, as aligning with exam boards etc

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Any changes should take into account the fact that small modules with one member of staff could represent just as much work as that facing a number of staff on a larger module

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Where did the 15 days come from? If it is not a sector standard, is it the most common turn around time?

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We assume working days, but the students don't always. Some students will chase, complain, and have even fed back that they want to see staff penalised for late feedback (they see it as unfair when they are penalised for late hand in)

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With difficulty! Work as close to 15 days as possible with informed extensions to students.

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Does everyone assume these are 15 working days or is there variation in interpretation?

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With difficulty. Routinely overrun 15 days, keep students informed.

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Some universities have 2 week turnaround...

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Gather evidence from other institutions that support longer turnarounds. Does it affect student satisfaction there? Does it impact negatively on quality?

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Unsure but would be good to know if this is a standard across University sector or not

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Consistency is really important-we need to ensure markers are marking to the brief and interpreting this in the same way
Some areas have module team meetings where sample papers are discussed-sounds like best practice to me.

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Also take into account length/type of Feedback, other staff responsibilities,

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Is this process not already in place for exam boards- e.g. you receive feedback after the board?

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Maybe something like a reading week but for assessment marking time?

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Discussion has focussed on quantity, but often it is about quality, such as generic points which will help them to improve in time for their next assignment. Small corrections are not necessarily helpful- focus on feed forward

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I would support proposal for longer maximum turn around times for larger class sizes

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'Failing' to meet 15 days impacts on student satisfaction