"It is not in fact teaching but assessment that plays the largest part in guiding students’ learning."

B R Snyder (1971), The Hidden Curriculum

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teacher with two students

Feedback to students

The 2012 National Student Survey showed that students are less satisfied with the feedback on their work than with any other aspects of teaching and learning at UCL. Many students do not agree with the statements "feedback on my work has been prompt", "feedback on my work has helped me clarify things I did not understand", and "I have received detailed comments on my work".

UCL has introduced standards for feedback to students on their assessed work, and the student union is running the UCLU Feedback Campaign to raise awareness of these standards amongst students. The Campaign is looking at good and bad experiences of feedback.  

Key points

  • Students should receive feedback within four weeks of the deadline for submission of each piece of assessed work (but not including end-of-year, unseen examinations or end-of-module, summative, unseen assessments)
  • Feedback can take the form of one-to-one discussions, group discussions or written feedback

Strategies

Strategies for providing good feedback to enhance student learning include showing examples of high-quality work, using redrafting, self and peer assessment, and encouraging students to identify what they have learned from tutor feedback. Read more about this on Moodle.

Best practice

Examples of good practice in feedback by UCL departments, including Oncology, Biology and Laws, can also be downloaded from Moodle.

You can view a video of the UCL Centre for the Advancement of Learning and Teaching (CALT)'s Rosalind Duhs training teaching staff in feedback techniques below:

Contact

To find out more about assessment and feedback, contact one of the CALT schools-facing teaching fellows for your school.

Page last modified on 10 dec 12 10:40


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