Tag: Feedback

Inclusive Classroom

Sheffield Business School (SBS)

Department of Management

This approach was initially discussed as launching in September 2018, with level 4 students attending a timetabled seminar to help them to think about creating an inclusive classroom environment. Some courses have gone a little towards making this happen but there is further to go for 2019/20.

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: ongoing

Can Feedback Support Greater Attainment

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This was an action research project that focused on improving grades through meaningful feedback. It originated out of a LEAD  projects that Amy Musgrove worked on 2017/18. Other staff members were working on similar projects and these fed back to each other in order to assess how the feedback supported improvements in students work. The aim was to see what characteristics of feedback supported students to have a greater increase in their mark between T1 and T2. This is to be researched in three ways:

1: Assess the different characteristics of the feedback given in an early assessment.

2: Categories of feedback developed to be tested further.

3: Analyse the GPA between T1 and T2 to see what patterns are identifiable.

A pilot was conducted and the team are committed to further testing their findings in 2019/20. The pilot found that certain types of feedback enhanced performance of the students.

For further information contact the project lead Amy Musgrove, a.musgrove@shu.ac.uk 

Status: ongoing

Impact of feedback on final Dissertation grade

Faculty of Social Sciences and Humanities (SSH)

Department of Law & Criminology (DLC)

The aim of this project was to explore the relationship between different components of academic feedback and academic performance.  On this basis this project looked at historical student dissertation work (the Interim Framework Report (IFR) and the final Dissertation) and evaluated the feedback staff gave. We found that BAME students tended to receive a lower mark, but the difference was within 2% of non-BAME students. However, feedback to BAME students rarely included any salutation in comparison to non-BAME students. In addition, male students were more likely to improve their mark than female students however the numbers of students were too low to evaluate this based on BAME status alone. This type of analysis could be carried out on a large scale across the University.

For further information contact the project lead Amy Musgrove a.musgrove@shu.ac.uk

Status: ongoing

Enhancing extended scientific writing skills

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Two seminar sessions were delivered by the Academic Language & Literacy Group (ALL) to all Level 4 BA Education Studies students. The sessions were based on priorities identified through consultation with course and module leaders and analysis of previous students’ assignments. These sessions were implemented through the ‘Language and Learning’ module with the aim of reducing the BAME attainment gap.

The ALL intervention is intended for ALL undergraduate students in the university and is being implemented in other modules.

For further information contact the project lead Manny Madriaga m.madriaga@shu.ac.uk

Status: ongoing

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