Assignment Feedback: what you can expect as a student undertaking a Faculty of Children's Nurse Education (FCNE) course:

This guide is to help you as a student get the most out of the assignment feedback you receive from your module team.

We always encourage students to engage and request feedback as we know students who do engage will often achieve a higher mark than those who do not.

 

What is feedback and why is it useful for you as a student?

Feedback in the context of the assignments set by the FCNE is helping you as a student to see how you can improve your work without telling you exactly what you need to do!

As the written assignments set by FCNE are centred around developing clinical practice and patient care, you are also developing your ability to reflect on and develop practice; becoming inquisitive practitioners.

Referring to the assignment brief and or the marking criteria can help you as a student understand what the marker will be looking for when you submit your draft work.

The assignment marking criteria is the equivalent of Degree level, so in an assignment the marker is looking for critical analysis (usually of the literature), synthesis and evaluation leading to justification for practice.

How much feedback can I expect from my module team?

In order to ensure parity and fairness there needs to be a limit on how much feedback can be given to an individual student. Every student is offered the same amount of time for feedback as set out in each course. It is up to the student to determine if they will access the maximum opportunities for feedback or not. What experience has taught us is that students who do engage are more likely to achieve a better mark.

For Posters:

You can request feedback on the following:

• The idea – does it fit the assignment brief and module outcomes?
• Content outline – does the proposed content match the title and fit in with the above. Is there a clear link to practice?
• Overall design and visual appeal of the poster
• Detailed feedback on one third of the content i.e. 2-3 boxes – ask your educator to feedback on either the area you feel least confident about OR the nursing care/justification area which is a large percentage of the marks
• You can ask general questions around the poster assessment process

 

For other written pieces such as the QI project

You can request feedback on the following:

• The idea – does it fit the assignment brief and module outcomes
• Content outline – does the proposed content follow the assignment brief and module outcomes?
• Detailed feedback on 20% of the work ( 400 out of a 2,000 word assignment) As with the poster ask your educator to feedback on the part  of the assignment you feel less confident with OR a section of the main body

The above is in addition to group and individual tutorials provided during a course.

How many times can I ask for feedback?

If you seek feedback for your idea, then the outline followed by a detailed section of your work, this amounts to 3 episodes.

Additionally if you have made wholesale changes to one section you were provided detailed feedback on, you can send in that section for feedback comments once more.

Alternatively you may wish to develop your idea sending a more complete draft for comment; however your module educator(s) can only comment on a percentage of the total so please tell them which sections you want them to look at.

What you cannot do is request detailed feedback on one section than a further section; otherwise you can end up being given feedback on virtually the whole piece.

 

When can I ask for Feedback?

Unless otherwise directed, feedback can normally be given from when the assignment is set until 7 days before the submission/presentation date. The rationale for the 7 day rule is that if you as a student send a piece of work within that time frame, there is an increased pressure and insufficient time for the educator to comment on your submission and for you to act upon the feedback. 

 

How can I receive Feedback?

Students vary in how you prefer to receive feedback. If requesting verbal feedback it is good practice to for your educator to follow it up with an email confirming your discussions. This is something you the student can then refer back to.

Can more than one educator provide feedback?

Some of the courses provided by FCNE have more than one educator as part of the course team. You should approach only one educator for feedback, but do copy the other(s) in so they know you have asked for feedback. Educators do share and keep feedback.

Can I ask “is this work good enough for a pass”

This is a question you might want to ask. However as educators we would rather not answer that question as all work is double marked so a borderline pass may become a fail.

How quickly should I expect to receive feedback?

We aim to give formative feedback to you within 7 days and Summative feedback within 4 weeks of the feedback request being sent/ submitted. Feedback will be returned to you via email or via Moodle (your educator will let you know by which format feedback is sent). Due to the uncertainty of the email and Trust blocking systems your educator will whenever possible let you know that they have sent it. If you do not hear within a few days do contact the Faculty office.

How Can I ensure that I do well in my assignment(s)?

There are several simple steps you can take as a student to help you succeed in your studies:

• Read the course handbook taking careful note of the module assessment section
• Make notes when the assignment(s) are being discussed during the module
• If you are unsure of anything ask the module team not your colleagues – assignment do change over time
• If you have not studied for a while seek additional tutorial support and read the Faculty’s study skills handbook
• Send in draft work to your module tutor/team and carefully read the comments, asking questions if you are unsure. Remember your colleagues and friends are not marking your work!

My Feedback seems quite negative?

Some students comment that feedback is “always negative” this is not meant to be the case.

• As educators, we do comment when you have done well.  More often though we comment on areas for development as this is what you need to know to improve either that piece of work or for the next time you are studying.
• If you do not understand what has been said do contact the educator who made the comments as is important you understand what has been said and why.