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Break up the group work to judge group work, as well as individual. Generally one can judge during a presentation, who has done what. Written evidence needs to be submitted as well

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How to use peer to peer feedback and slef-evaluation as a part of feedback

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Map the assessment against the expectations and then mark them for each expectation. The students need to be explained why a particular mark has been awarded and what more could have helped the students to achieve a higher grade.

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Map the assessment against the expectations and then mark them for each expectation. The students need to be explained why a particular mark has been awarded and what more could have helped the students to achieve a higher grade.

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Not judging that the student just wants to pass when they really want to understand - trying to find ways to engage on that level

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Not judging that the student just wants to pass when they really want to understand - trying to find ways to engage on that level

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Is it possible to quantify without considering the whole group submissions

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Is it possible to quantify without considering the whole group submissions

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Pre-moderation - Sit with other lecturer/moderator/tutor and set expectations and guidelines
2) More detailed instructions/briefs
3) Rubrics -
4) Provide examples for students to refer to, so they can get an idea of what is required of them
5) Post Moderation - After marking the assessment/assignment, looking at past grades, and flagging any inconsistencies

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Lecturer sends a Personal email  to each students at the end of a subject. Two groups - congratulate those who have done well, and congratulate the other group  for  showing the progression through the trimester. 

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Lecturer sends a Personal email  to each students at the end of a subject. Two groups - congratulate those who have done well, and congratulate the other group  for  showing the progression through the trimester. 

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- setting clear standards and providing examples of a good assignment in advance
- highlighting what student will gain from the assignment (moving forward to their future career). Why this is assignment valuable to students?
- Providing continuous feedback in between the term would allow students the opportunities for improvement
- creating close relationship with students which encourages them to come forward if they require feedback or advice on their assignment
- offering non-threatening feedback on a common platform
- questions can be asked and answered in an open platform or forum to encourage discussions and feedforward
- encouraging students to answer each other's questions in an open forum
- workshop-ing the assignment with students at the start of the term, allowing them to understand and think about the assignment task in advance
- incorporating feedback or workshop sessions in class on weeks approaching the deadline
- involving students in peer-evaluation and peer-learning from each other's work/ drafts.

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consider cultural complications with giving and receiving feedback ('loosing face'). Direct feedback is a very western concept

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consider cultural complications with giving and receiving feedback ('loosing face'). Direct feedback is a very western concept

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define with students early in class what feedback is to overcome generational 'gaps' 

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define with students early in class what feedback is to overcome generational 'gaps' 

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contrast between good student missing the criteria and a poorer student needing to gain an understanding of standards needing to be reached and how to support them

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contrast between good student missing the criteria and a poorer student needing to gain an understanding of standards needing to be reached and how to support them

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Issues and Strategies with Providing Feedback

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Issues and Strategies with Providing Feedback

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- Identify how students failed to address the criteria and learning outcomes of the assignment.
- Get them to look at the bigger picture and the actual journey moving forward (career)
- Detailed feedback - How do you get students to read the feedback?
- Time involved in providing feedback to a large group of students.
- Ensuring feedback are provided fairly to all students (all students start on the same platform)
- Identify what students can do differently  to improve and not what they did wrong.
- incorporating links to resources on how students can improve in specific areas
- building rapport with student will assist in their personal development and how they take on feedback

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give feedback and say what was good at the end

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give feedback and say what was good at the end