Feedback to students format

Type of feedback (Form or free style) for:

NOTE: If you don't use a type of assessment, put N/A.
Department Termly or twice termly essays Weekly essays Weekly class assignments Examples

Formative work only. Students are required

to attach a coursework coversheet and
submit it with their class assignment.
Teachers mark the coversheet with a grade
and complete a comment. Students' work is
returned to them with the coversheet and the
department keeps a copy of the coversheet
for it's own records.There is a Briefing
Meeting at the begining of the academic year
for GTAS with Dept Tutor and Course
Leaders of the course and discuss how to
mark essays & class exercises (what to look GTAs mark formative work - GTAs correct class
for in the type of answer) and have in the exercises as requested by class leaders , done
past gone through a typical exercise and usually in accordance with school policy of 2 marked
mark it .Also provided is a marking scheme pieces of cwk per term. Some courses (such as
which gives an indication of what to look for AC430)do have a weekly exercise students may
in an answer and how to apply the marks. submit and it is marked every other week, but not by
ACCOUNTING & The TLDO is also invited/involved in this the class teacher.A coversheet is not required for
FINANCE Briefing Meeting N/A these AC430 exercises.

GTAs only mark assessment essays as an exception rather than a rule in the Anthropology Department. They do not mark tutorial essays as they do not have
tutees. We do not currently have standard department-wide guidance on how to present feedback on essays for the GTAs: instead they are asked to liaise with
the course lecturer to agree how that person would like the feedback structured / presented. Incidentally, this is to be a matter for discussion on the next
ANTHROPOLOGY departmental staff meeting agenda as we would like to formalise this process and the guidance given in time for next session N

All students receive written feedback on their essays (copy of the type of feedback is attached). The GTA’s and Tutorial Fellows meet with the convenor of the
course and discuss how to mark essays (what to look for in the type of answer) and are also asked to complete 3 or 4 essays as a guide before they start on
the main bulk of them just to see whether they are on the right track. Also provided is a marking scheme which gives and indication of what to look for in an
DESTIN answer and how to apply the marks. After marking, all markers swap a percentage of essays and mark these as a moderated sample Y

All students receive written feedback on their essays. This is normally written on the essays. There is no form used. All GTAs go on the School training course
and have a departmental induction. The following are the instructions given to our GTAs in their handbook: GTAs 'are expected to mark essays. Each course
is different, so you should discuss the marking schedule and responsibilities with the course leader....Marked essays should be given back in class, or placed
in envelopes in the economic history pigeonholes on the fourth floor of Clare Market building. Remember to tell students where these pigeonholes are, as
students may be members of other departments...Course teachers may give you a specific marking schema for your course, or specific guidance on what is
expected from students. A general marking schema is given as an annex to this guide, and may be of use to you. Marks must be entered on LSE for You.' All
GTAs have weekly office hours during which further feedback may be given.
ECONOMIC HISTORY
A mix of problem sets and some essays,
depending on course. The TLC provides
required training in assessment for all class
teachers; the workshop on this is at
http://www.lse.ac.uk/collections/TLC/whatWe
Do/inductionGraduateTeachingAssistants.ht
m, with emphasis on
http://www.lse.ac.uk/collections/TLC/whatWe
Do/inductionGraduateTeachingAssistants.ht
m#generated-subheading2 for primarily
quantitative subjects. New members of
academic staff also have a parallel induction.
Further written guidance is given in
http://www.lse.ac.uk/resources/graduateTeac
hingAssistantsHandbook/section5/Default.ht
m which is the relevant chapter in the
handbook produced especially for GTAs by
the TLC. There is a guide for further
reading, and there are other TLC events. The
handbook was considered outstanding
enough that the state-financed Economics
Network chose it to adapt for their Handbook
for Economics Teaching Assistants,
http://www.economicsnetwork.ac.uk/handbo
ok/gta/ though the section on assessment is
not included, presumably because practice
varies so widely. N/A - problem sets (rather than essays) to be
ECONOMICS N/A attempted ahead of class, then discussed in class

Our MSc students receive written feedback from 1st and 2nd markers via a Feedback Form which they
completed when submitting an assessed or non-assessed piece of work. We have a marking turn
round period of 4 weeks and every essay and dissertation whether assessed or non-assessed is
electronically submitted to Turnitin which generates a report to assist markers. When GTAs/Fellowships
EMPLOYMENT mark essays they are paired up with a more experienced academic member of staff. Students also see
RELATIONS AND academics during their office hours to discuss their feedback. Our undergrads only have non-assessed
ORGANISATIONAL essays but still receive informal written feedback. We are looking into the possibility of running their work
BEHAVIOUR through Turnitin. N/A
We have feedback cover sheets for all our class essays which the GTA completes and returns to
GEOGRAPHY AND students via the ug office. Detailed information on how to mark essays is in the departmental Handbook
ENVIRONMENT for Undergraduate Class Teachers N/A
 Class teachers for Undergraduate courses give feedback on students unassesed essays. Last year, at a SSLC meeting, students asked for a formal feedback
form to be introduced so that they received detailed comments about their work. This was devised in direct relation to this request and all class teachers are
asked to use this form when giving feedback. Introducing this form has worked well and students are receptive to the more in depth comments they recieve.
Class Teachers also mark 'timed essays' (very similar to mock exams) and use the same form to give feedback on these. In addition, class teachers provide
feedback on students LFY class registers - this feedback is in relation to unassesed work, presentations and participation in classes. In relation to assessed
essays, we do not release marks for these and do not provide feedback. The students simply get an overall mark for their course when exam marks are
relased. We usually recieve requests from students asking to see the marks for the assessed essays (which count as 25% of the overall mark of a course). In
these cases, we give very limited responses .i.e. 'You recieved a mark of XX for your assessed essay, which counts as 25% of your overall mark. Your exam mark was XX, thus creating a total of XX.' W

GOVERNMENT
GTAs mark assessment essays only in a
minority of cases and are supervised by both
the course tutor and another member of
academic staff. Marking is done against a set
of criteria approved by the Group and
INFORMATION feedback is given to students via their
SYSTEMS personal page on our intranet. N/A N/A
all students receive written feedback on the
standard departmental form which comprises
INTERNATIONAL of tick boxes and room for brief comments at
HISTORY the end N/A N/A

INTERNATIONAL we give general guidance on writing and u/g and MSc

RELATIONS N/A marking schemes in our Student Handbooks N/A

The part-time teachers' handbook indicates

that "as a general rule, class teachers or the
course coordinator should set two essays per
term. Part-time teachers should not only
mark these pieces of work but also give
constructive comments on them (this is
expected and provision is made within your
contractual rate of pay for this duty). A
LAW feedback form is provided for this purpose. N/A N/A
Where we have weekly exercises, feedback is given
in the form of 'solutions' and working through
MANAGERIAL examples in class. Presentations not assessed but
ECONOMICS & No set format, most write comments on feedback available from teacher either in class or
STRATEGY GROUP essays. N/A office hours.

All Maths students receive written feedback on their

weekly homeworks. We have a webpage which
outlines the scheme for students at:
http://www.maths.lse.ac.uk/grading.html. In addition,
in our Class Teaching Handbook, given to all
teachers, they are told: Marking should involve:
pointing out and commenting on specific errors made
by students, ticking correct answers, and supplying
(hints at) answers to questions that the student could
not do – although there is no need to repeat material
covered thoroughly during the class. As this make
clear, the solutions to the weekly homeworks (usually
only concentrating on the problem areas) are gone
over thoroughly in class by the class teacher each
week. However, there is no standard form used for
MATHEMATICS N/A N/A feedback.

GTAs do not mark coursework. We ask for one piece of formative coursework at the start of the year, this is marked by the student's tutor and is used as a
MEDIA & basis for highlighting any language or other academic difficulties and introduces students to the standards expected within the Department. Each course also
COMMUNICATIONS has one piece of summative assessment. This is double-blind marked and comments are returned to students using the attached feedback sheet.

our one essay and one assignment per year

for our MSc students (apart from quantitative
homework, which is not marked), are looked
at by lecturers who give feedback to students
via a form. Sometimes the feedback is given
generally during a lecture, but they usually
receive some notes and a grade. For one or
our essays which counts towards the final
METHODOLOGY exam, a percentage is given, but the student
INSTITUTE is not made aware of this at the time. N/A N/A

Where students are given problems to solve, the

solutions to these problems are discussed in class.
OPERATIONAL Students can therefore assess for themselves how
RESEARCH GROUP GTA's mark and return essays with their comments/gradings written on the essay. well they did.

We give teacher’s extensive guidance on the feedback that they should give in coursework essays, both in the class teacher’s handbook and at the induction
session for them. The guidance is in a form of a series of questions that teachers should ask themselves about the coursework, organised under a number
sections (e.g. structure, content, argumentation). The only course which uses feedback forms is PH103: we introduced them this year as an experiment and
PHILOSOPHY will consider using them more generally if it turns out to have been helpful (enclosed). Y
SOCIAL POLICY GTAs are encouraged to use the attached ‘Feedback Forms’. Please note that we have different forms N/A Y
Only those GTAs involved in ug class teaching give
SOCIAL feedback on essays (formative) – by writing on the essay
PSYCHOLOGY N/A copy itself or using a feedback sheet N/A

GTAs do mostly give feedback on formative – by writing on

SOCIOLOGY N/A the essay copy itself N/A Y
Feedback is mostly in written form on the
assignments ranging from comments such as 'very
good', 'good' to explanations of formulas and
providing corrections. In some cases students might
be asked to come and see their class teacher for
further discussion or feedback is provided in class as
STATISTICS N/A N/A a general discussion.