But I'm a Distinction Student!
Abstract
Greater diversity of student background has to be accepted as the norm and not as a justification for unsuccessful institutional teaching and learning practices. In particular, feedback and grading standards are poorly understood by many students beginning university. This presentation reports on a study in 2007 focused on assessing first year students' perceptions about grades and sources of feedback and then educating them about these issues. First year students in a core course were surveyed during the first few weeks via a 'Tell-us' questionnaire to ascertain base-line knowledge of grading and feedback issues and then again towards the end of the study period to assess developed levels of understanding, following an online educational process developed as part of the project. Outcomes focused on students' increased understanding of grading standards and how to use and gain better feedback in improving results in submitted work.
Location
Room 2903
Recommended Citation
Cameron, Helen and Tolley, Julie, "But I'm a Distinction Student! " (2007). SoTL Commons Conference. 36.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/36
But I'm a Distinction Student!
Room 2903
Greater diversity of student background has to be accepted as the norm and not as a justification for unsuccessful institutional teaching and learning practices. In particular, feedback and grading standards are poorly understood by many students beginning university. This presentation reports on a study in 2007 focused on assessing first year students' perceptions about grades and sources of feedback and then educating them about these issues. First year students in a core course were surveyed during the first few weeks via a 'Tell-us' questionnaire to ascertain base-line knowledge of grading and feedback issues and then again towards the end of the study period to assess developed levels of understanding, following an online educational process developed as part of the project. Outcomes focused on students' increased understanding of grading standards and how to use and gain better feedback in improving results in submitted work.
