BTE's Five Features of Summative Feedback

Academics across the three schools, along with student reps have worked with the AD Learning and Teaching to develop this support guide based on research with our own students, and scoping out best practice in the sector - grounded in the uniqueness of our disciplines, our students and our college ambitions around applied learning and employability. 

Before producing your feedback, log-on to the VPN and check if the student has a learning contract, or any other individual needs. Not only will this help shape the content of the feedback for the individual student, but it might also encourage you to offer your feedback in an accessible format.

Most people choose to offer written feedback however we are supportive of different modes of feedback which may include audio and video/screencast. Multi-modal feedback can be offered such as written feedback followed by a face to face meeting.

We commit to getting students their assessment feedback within three working weeks. To confirm when this date is, follow these instructions: 
 
1) Log on to the main page of your BB site 
2) Click on “Module Information” 
3) Scroll down to sub-folder, also called “Module Information” 
4)The submission deadline, and deadline to return feedback is displayed 
 
If there are delays, communicate the explanation clearly with the students and keep your manager in the loop. Our students are understanding that unforeseen circumstances occur – please keep them informed as a courtesy.

Students want to read something specific to them about their submission. Let them know that the feedback is tailored to them by using their name early on, for example: 

“Well done Mohammed, this submission is in the low 2:1 category (62%).” 

Some students like to take up the offer of a meeting to further explore the feedback. This could be done with an online drop-in, or small group sessions with their friendship groups. Be clear at the end of the written feedback what the offer is and how they can engage with it, for example: 

“I’ll be available to talk through any feedback in my weekly drop-in which is on Tuesdays 1pm-3pm in Room 345 - feel free to come by with your classmates if there’s a small group of you!” 
or 
“Email me to make an online appointment if you’d like the opportunity to explore the feedback” 

After you’ve given a short and personalised introduction, students need to know why and how the grade they’ve been given has been decided upon. 
 
A great way to communicate this is through identifying the strengths and weaknesses of the submission in relation to the assessment criteria (which should link to the module learning outcomes) and/or the University Grade Descriptor. University Grade Descriptors

You should summarise using personalised, developmental feedback on strengths and weaknesses at the end, for example: 

“The top strengths of the submission were: the contemporary nature of the citations ensuring relevant industry practice was accounted for (module learning outcome 1), the utilisation of a disciplinary reflective framework used in your SWOT analysis (module learning outcome 2).

The two main weaknesses of the submission were: there was little international scope discussed or acknowledged (module learning outcome 4), and the overall recommendations did not show an awareness of the regulatory body for the sector (also module learning outcome 4).”

Once the submission’s grade has been explained, BTE students want to factor this into their broader skills development. 

This can be linked to future assignments and/or higher study and/or employability/industry.

Essentially this is to help our students develop their skills beyond the specific task at hand and to improve their roundedness as a student (linked to their course/further study) and citizen (as an applied university this can be linked to their employability/industry/civic).

For future assignments/other modules, it could look like this: 

“Keep on top of the contemporary journal articles you referenced, this will be especially helpful next year in semester 1 on the Theory and Contemporary Issues module - the reference list you’ve created will be a great starting point when you begin that assessment.” 

For progression onto a postgraduate degree, it could look like this:

“I know you have mentioned to me about enrolling on the Masters course next year. If you can invest some time on developing your literature scoping, this will be incredibly useful to the 30 credit module called Research Skills, which in turn will support your 60 credit Applied Project - which total half the credits for the entire course! If you want to spend some time on this, head to the Peer Support network meetings and talk to some of the postgraduate students - every Wednesday in teaching weeks 4pm in the coffee shop.” 

For progression into employment/placement, it could look like this: 

“Throughout the assessment you’ve shown interest in a career in this specific sector, the learning and development you’ve experienced so far will be a great starting point, and I suggest advancing this by researching the grad scheme opportunities at X, Y and Z - two of which are coming to the careers’ fair next month. We also have a guest lecture from a former student who worked at Y last year - come along to Room 123 on Wednesday 12th March at 10am.” 

Well done Mohammed, this submission is in the low 2:1 category (62%).

The top strengths of the submission were: the contemporary nature of the citations ensuring relevant industry practice was accounted for (module learning outcome 1), the utilisation of a disciplinary reflective framework used in your SWOT analysis (module learning outcome 2). 

The two main weaknesses of the submission were: there was little international scope discussed or acknowledged (module learning outcome 4), and the overall recommendations did not show an awareness of the regulatory body for the sector (also module learning outcome 4).

I know you have mentioned to me about enrolling on the Masters course next year. If you can invest some time on developing your literature scoping, this will be incredibly useful to the 30 credit module called Research Skills, which in turn will support your 60 credit Applied Project - which total half the credits for the entire course! If you want to spend some time on this, head to the Peer Support network meetings and talk to some of the postgraduate students - every Wednesday in teaching weeks 4pm in the coffee shop.

I’ll be available to talk through any feedback in my weekly drop-in which is on Tuesdays 1pm-3pm in Room 345 - feel free to come by with your classmates if there’s a small group of you!