I agree James. 

 

You cannot get around the issue of under resourcing of marking time for assessments.  The allowance I believe includes administration time and remember in a 15 CAT module you are likely to have two assessment points.  If we stuck to the time limits then the feedback would be very poor generally.

 

I myself am using more podcasts, but I have avoided going the group work route as a coping strategy, and I put a lot of time and effort into formative feedback which helps as I am normally familiar with what the students then produce.  It saves a little time.

 

We neglect the marking/feedback element of teaching and assessment at our peril, and at times forget this is a vital part of student learning and satisfaction. One idea which we should adopt is that all senior managers in faculties are module tutors and are thus engaged in the full teaching experience with colleagues, including marking assessments.  That might lead to a discussion based on a shared understanding of the professional issues for tutors. 

 

I am seeing more students asking how their fees are allocated to support their learning.  I think in time that could result in some pressure to invest more resources into marking assessments (ie – give tutors more time to do a thorough job), but then again, I am a perennial optimist!.

 

Best wishes.

 

Jim

 

 

 

In the spirit of the session Sue/ all,

 

Please can you debate and throw into the mix:

 

“How do you at one and the same time generate feedback of most use, as a constructive contribution, to student learning; thereby (hopefully) and as a by-product securing good NSS returns from students around assessment/ feedback; not forgetting that as an e.g. you may have 30 mins per student per module assignments - say 3,000 words total - to read and  set down comments as feedback to the student; and post these back electronically. Not to mention that at £9,000 tuition per head per year I would expect DECENT, timely and full ASSIGN FEEDBACK!

 

Of course we can, no doubt, be smarter with assessments e.g. podcasting feedback (not written).......but I would put my 'hat' on the fact that the fundamental issues remain largely unsaid and unanswered....”

 

 

Have fun!

James

 

James Derounian BSc (Hons) MPhil MRTPI FHEA FILCM

Principal Lecturer in Community Development and Local Governance,

Course Leader Applied Social Sciences,

National Teaching Fellow,

University of Gloucestershire,

Cheltenham

GL50 4AZ

Tel. 01242-714562

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