At the University of West London, you are encouraged to make use of a wide range of assessments. It is also important that you give formative feedback (feedback that students can use to improve their work). Assessments should always be aligned to clear learning outcomes and learning tasks/activities.

Feedback is one of the most important aspects in the learning. It is also one of the most difficult tasks for a lecturer. Key principles for giving feedback are:

  • It should be clear and constructive
  • It should be encouraging
  • It should be directive – include three actions students can focus on in order to improve their work.

 

The seven principles of good feedback:

  1. Facilitates the development of self-assessment and reflection in learning
  2. Encourages teacher and peer dialogue around learning
  3. Helps clarify what good performance is
  4. Provides opportunities to close the gap between current and desired performance
  5. Delivers high-quality information to students about their learning
  6. Encourages positive motivational beliefs and self-esteem
  7. Provides information to teachers that can be used to help shape the teaching

(Nicol and McFarlane-Dick 2004; 2006)

 

Useful resources

Guide for busy Academics

Nicol, D. & Macfarlane-Dick , D. (2004) “Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback practice” http://www.heacademy.ac.uk/assessment/ASS051D_SENLEF_model.doc

Nicol, D. & Macfarlane-Dick , D.(2006) “Formative assessment and self-regulated learning: A model and seven principles of good feedback practice” Studies in Higher Education vol.31 no.2 pp.199-218

 

Marking
At the University of West London, students are entitled to receive feedback on their work within 15 working days. If an assessment is summary, 20% of the submissions should be second marked (in the case of master’s dissertations ALL dissertations must be double marked). In addition to second marking, work must also be moderated. A moderation report should be submitted to the external examiner, clearly showing the process for second marking and moderation and how agreement on outcome has been achieved.