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Interesting question, and will be intrigued to see if change over time. I have on file the results of some previous (mail-list) surveys of this: 1. There was a survey on the NTF mail-list in November 2014, which came out with the following (from a sample of 36 institutions): So overall, 47% said 20 working days or 4 weeks; 56% said 15 working days or 3 weeks, 11% said 10 working days or 2 weeks. 2. I conducted a survey in 2013 via the Heads of Educational Development Group (HEDG) mailing list. 35 responses were received with the results as follows: 3 weeks/ 15 working days - 16 institutions 4 weeks/ 20 working days - 15 institutions Other/ no specific target - 4 institutions 3. Another survey dating to 2009 (I think) suggested an almost even split between 3 and 4 weeks, with some having no set turnaround time, and several having 5-6 weeks (none at 2 weeks then) In terms of issues, there are always class sizes and time constraints. At Plymouth, we have made some practical suggestions for providing feedback more quickly, outlined below - probably familiar to many of you!: Time management strategies: Blocking time in the team's calendar for marking and feedback (and setting out-of office which explains that you are marking), staggering assessment deadlines, scheduling assessments to make use of vacation times; Team marking: Meeting as a team to mark and moderate on set dates, using ALs or demonstrators for marking or second marking (this works best when combined with clear marking rubrics), sharing responsibility for each assessment in large classes; Use of alternative assessments: Assessments which are not lengthy essays may be quicker to mark as well as being more authentic. Students might be asked to develop a poster, make a video, construct a product or map out a process. It may also be possible to reduce word counts by asking for a critical summary rather than lengthy review (higher word count does not equate to better assessment); Trial alternative approaches to feedback: Audio feedback, group feedback, comment banks or Computer Aided Assessment (CAA) can all be time-savers. Electronic submission and marking, integrated with feedback through the DLE may also speed up the marking process; Use of self and peer assessment where appropriate: Whilst these approaches can be controversial, they are appropriate in some contexts, and even asking students to self-assess before submission can enable the tutor to focus feedback on those students whose self-assessment differs from theirs; The use of clear and simple marking rubrics: A structured approach to assessment and feedback can save time when marking large numbers. There are some very good examples of such rubrics in use within the university; Reducing the number of terminal (summative) assessments and increasing the amount of incremental or continuous assessment. That said, we're still on 4 weeks here! Best wishes, Debby Debby Cotton Professor of Higher Education and Head of Educational Development, Teaching and Learning Support, Plymouth University. Tel: 01752 587614 http://www.plymouth.ac.uk/staff/dcotton Follow me on Twitter: @ProfDcotton ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Sarah Edwards <[log in to unmask]> Sent: 26 February 2016 11:50 To: [log in to unmask] Subject: Assessment Feedback Turnaround As with all institutions, we are constantly looking at reviewing assessment and feedback procedures. Could colleagues offer advice please around the following; Their stated assessment feedback/turnaround times Their approach to reducing this and any objections/challenges/opportunities faced. Please feel free to respond directly [log in to unmask]<mailto:[log in to unmask]> Many thanks in advance Best wishes Sarah Edwards ________________________________ [http://www.plymouth.ac.uk/images/email_footer.gif]<http://www.plymouth.ac.uk/worldclass> This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.