1. Food for thought: The students’ perspective of assessment and feedback
Rita Headington, Hetty Barron, Michael Smith, Duncan Callnon.

2. The problem Desire to improve the quality of provision
NSS Assessment and Feedback
5. The criteria used in marking have been clear in advance
6. Assessment arrangements and marking have been fair
7. Feedback on my work has been prompt
8. I have received detailed comments on my work
9. Feedback on my work has helped me clarify things I did not understand

3. What we did...

4. What we discussed... I prefer to be assessed by...
I like to get feedback from...
How do you feel about, or use, success criteria?
Feedback is most useful to me when...

5. What happened next…
Researcher analysed tablecloth responses and identified themes
Discussed themes further with student ambassadors
Feedback to Head of Department and Programme Leader
Ambassadors feedback to students
Staff action planning
Staff-student conference dissemination, discussion

6. Assessment strategies
What we found…
During the writing process when it’s fresh
Given time to go through and reflect – not when it comes too late to inform later assignments
Timely feedback
Move beyond coursework and assignments
Presentations
Oral assessments
Practical teaching
Assessment of our ability to teach rather than abstract theory
Targeted and achievable
Specific and closely linked to success criteria
Clear indications of how to improve with ‘next steps’ suggestions
Clear feedback
Assessment strategies
Students value feedback
Would appreciate tutors to be around when work is handed back
A chance to discuss feedback with tutors
Personal feedback

7. What’s going to happen…
Professional Development Portfolio
Active groups continuing research
Feedback sheets
Review role and purpose
Additional small group sessions across programme
BA QTS as degree not just teaching qualification
Redesign of assignment feedback sheet emphasising feedback as a process not a product