Assessment and Feedback Questionnaire Students across the faculty were asked a total of five questions. Unfortunately due to insufficient data Nursing and Midwifery students are not included in the analysis. Assessment and Feedback Questionnaire Faculty of Health and Social Care Ashley Graham Student Faculty Officer 1105486@rgu.ac.uk

Question one: The criteria used in marking have been clear in advance Out of the 282 students whom answered this question: More than half the faculty agree with the statement with 23% definitely agree and 48% mostly agree. Only 10% mostly disagree and 4% definitely disagree. Overall there were only 14% of students whom did not agree with the statement. Most students would like a clearer understanding at the beginning of the modules each year. - (PALS) Criteria is always on moodle in advance, in some cases like during a report it is hard to know each aspect that needs discussed, I would like more detail regarding each heading, marking is not always clear, never fully explained, categories are good but there is no indication, there is a huge diversity between marks. - (Social studies) Always given a marking grid although it can be vague, marking grids are helpful, could be more explanation/depth in relation to what marks are given for, not much guidance on placement, very different guidance from different tutors, some people get more help from their tutors than others, when on placement university tutors never reply to emails. - (Health Sciences) If we do not have a detailed marking grid to follow we have a mock assessment substitute

Question two: Assessment arrangements and marking have been fair Out of the 282 students whom answered the question: 19% Definitely agree and 51% mostly agree. Only 11% mostly disagree and 2% definitely disagree. Most students would like their exam papers back and feel there are inconsistencies between markers. Placement students (except Applied Biomedical Science) are unhappy that their placement is marked solely on an essay. Most students also feel assessments are too close. - (PALS) Too many assessments and exams at one time compromising performance (PALS) Variation in marks dependent on who is marking – For pharmacy especially mentioned with regards to OSCe, PBL and essays. (Social Studies) There is a lack of how to actually improve the grade - (Health Sciences) We get very good explanations about exams and how things are run Feedback always justifies the mark and reflective of my work

Question three: Feedback on my work has been prompt Out of the 280 students whom answered this question: 18% definitely agree and 36% mostly agree. Applied Social Science and the School of Pharmacy and Life Sciences had the most negative comments, possibly work with class reps, faculty officers and course leaders to come up with potential solutions? Lack of semester two feedback (PALS) I feel there is no consistency it is very lecturer/module dependent (PALS) There is very little feedback on semester two work. (PALS) There is never an explanation for delayed results (PALS) Nutrition and dietetics have not received feedback on assignments from the year before (PALS) Pharmacy: Results from PBLS have not been very prompt, not within the 20 day time scale (Social Studies) Applied social science: 12 students mentioned EU coursework has been delayed for social sciences whereas the law and management half of the class have had their results for two weeks (Social Studies) Not always clear when essays will be returned to the pigeon holes, normally have to wait a while, most essays take longer than a month. - Diagnostic radiography: always within the 20 working days, fast and audio feedback is very useful. Almost all the class definitely agree - Physiotherapy: always get results quickly, always before the 20 working days, given written and audio feedback. The majority definitely and mostly agree.

Question four: I have received detailed comments on my work Out of the 273 students whom answered this question: 17% definitely agree and 45% mostly agree. 10% mostly disagree and 3% definitely disagree. Pharmacy students feel they need better feedback in OCSEs, PBL and written exams Feedback is usually vague and not personal, more detail on how to achieve a better grade required School of health sciences mix between audio and written feedback is very popular Generic: No advice on how to improve grade, Always say please expand, when you cant due to word limit, too generic (Generic) Detailed and critical are not always the same, comments should be constructive. (Health Sciences) Very useful exact breakdown of marks gained and lost

Question 5: Feedback on my work has helped me clarify things I did not understand 268 Students responded to the survey overall out of the faculty. Over half the faculty agreed with this statement. 13% of students definitely agreed and 43% of students mostly agreed. Between the faculty officers, student representatives and course leaders more could be done for the 30% of students who neither agree nor disagree. Potentially working with the library, the course leaders and student reps on promoting referencing classes and on more positive feedback on how to improve the grade obtained. (PALS) - Usually good but in the past I have referenced the same way in two pieces of work it was correct once and wrong once? Feedback was not helpful and some modules never give feedback. Pharmacy: Clear feedback allowing improvements, there is not enough information on how to improve, no explanation of where we went wrong (Health Sciences) Feedback helped improve my skills and gaps in my knowledge, like more written feedback on essays not just audio, I would prefer face to face sessions. It would be helpful to get the exams back to see exactly where and why you went wrong, It allows for future development, Feedback can be confusing.

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Applied Biomedical Science: It may be good to have more one on one or smaller feedback sessions RGU is great I wouldn’t make any changes I really enjoy RGU my only change would be exam/coursework feedback with more detail and I would like there to be more than one practice revision paper Better organization with regards to giving information, arranging lectures, meetings and more detail with coursework and exam information earlier in the module. Better parking Student Union If lecturers were to give better information regarding assessments and much better communication with students is required Better communication between staff and students information to be given in a timely manner

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Applied Social Sciences: Timetabling improvements Less timetabling gaps Union/social space Improve coursework feedback, especially in second semester Buses and transport in general needs sorted

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Diagnostic Radiography Would like better feedback on essays including positive comments not just negative Six students requested exams before Christmas Examination dates decided with more notice Change how placements are assessed

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Nutrition and Dietetics More detailed explanations on the course earlier Faster turnaround for coursework marks and feedback Have more engaging lessons Placement is marked on an essay

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Pharmacy More universal marking More clinical situations More feedback on counseling skills Give more indepth feedback A stronger more active union Dedicated pharmacy study area and computer suite as everywhere is always too busy View exam papers to allow improvement Guidance on what is required for each grade More clear and personal feedback Quicker response Access to previous exam papers, not just a sit down and glance at the questions and an answer More objective marking in areas such as essays and reflectives More hands on approach with a tending topic and pharmacy simulation

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Physiotherapy Very positive experience and really impressed with everything the staff and students do to make the university a better place Keep up the written and audio feedback Audio feedback on assessments across the board, with more written feedback on essays More comments on the actual piece of work More advice given on areas of improvement for a better grade I would appreciate better use of gold standard examples Increase extra-curricular activities such as voluntary roles in the healthcare sector Better spaced deadlines/communication between modules

Question six: How can RGU be better Question six: How can RGU be better? What would you like to see/ Experience? Social Work Better timetable with assignments due dates, too many close together Please give results online instead of pigeon holes, more accessible and private Would be better if we were told of delayed results and feedback More detailed feedback A consistency across the board of the level of detailed feedback RGU is excellent, although I feel the attendance procedure should be reviewed as some students are lacking dedication Markers seem to use different referencing styles Graded placements not all emphasis on an essay More guidance on essay marking criteria