David Boud says feedback needs to be ‘timely, understood and applied’. What’s the point of assessing, Simon Housego would say, if you don’t know if students have acted upon the feedback. I have learned from this and plan to apply that in the first student assignment. As part of the assignments 1 & 3 (cultural case study and critical literature review) and before students have received marks and comments for their individual assignments, they will log into REVIEW and evaluate (grade) their work against the assessment criteria before they receive feedback. Then upon receipt of the tutor’s mark and comments, students will write a half-page reflection on the feedback: Was it useful? Why/why not? What are you going to do with it? What do you think you learned with this assignment in terms of your abilities?This does not have to be extra marking work – students can be given a low stakes mark simply for submitting the self-reflection.
Adam Morgan has made available a kind of ‘group charter’ (‘team conduct code’) form: students fill it out and commit to some ground rules about meeting times, punctuality, work distribution, collective decision-making, respect, etc. I am going to use a modified version of this for the Contemporary Latin(o) Americas group work.