Embedding Student Partnership in Feedback Approaches – Guide for Staff

Embedding Student Partnership in Feedback Approaches – Guide for Staff

Creator(s)

Joe Curran

Organisation(s)

Maynooth University Student Feedback and Teaching Evaluation Initiative

Discipline(s)

Teaching & Learning

Topic(s)

Assessment & Feedback, Student Success

License

CC BY-NC-SA

Media Format

PDF

Keywords

active learnersmodepartnershipstudentteaching

Submitted by

Exports

Description

This concise guide considers and details the importance of embedding student partnership in feedback approaches, as well as presenting tips to help achieve this.

Benefit of this resource and how to make the best use of it

This guide explains student partnership and why is it needed when determining how feedback will be gathered. It stresses the importance of clarity, timing, value and inclusion.

Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)

This work is licensed under a CC BY-NC-SA license, allowing sharing and adaptation for non-commercial use with proper attribution, provided derivative works use the same license.

https://creativecommons.org/licenses/by-nc-sa/4.0/
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Curran, J. (2021). Embedding student partnership in feedback approaches – guide for staff. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/embedding-student-partnership-in-feedback-approaches-guide-for-staff/

Related OER

This report discusses the views of final year students and recent graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success. The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar and student talks, panel discussion and workshop discussions on the day of the seminar.
Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation. In order to have a framework to discuss the concept at the seminar, a thematic analysis was done of the written submissions which students submitted prior to the seminar. Three broad categories of success identified from the written submissions: The three main categories of success identified by students were academic, personal and social. While initially academic success features predominantly, as students progress through their studies, they develop a more holistic perspective where personal and social success become increasingly important to them.

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URL: https://www.maynoothuniversity.ie/sites/default/files/filefield_paths/Embedding%20Student%20Partnership%20in%20Feedback%20Approaches%20%CE%93%C3%87%C3%B4%20Guide%20for%20Staff.pdf