Evaluating and enhancing the feedback process: an international college case study

McEwan, M. (2012) Evaluating and enhancing the feedback process: an international college case study. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 7(1), pp. 79-95.

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Publisher's URL: http://www.pestlhe.org.uk/index.php/pestlhe/issue/view/19

Abstract

This paper identifies a style of feedback which is comprehensible and meaningful to international students on pathway to HE programmes. Moreover, it identifies the extent to which international students at pathway level can interact and engage with academic feedback on academic assignments in the fields of mathematics and statistics. Two distinct styles of feedback were offered to students studying academic modules on pathway programmes at Glasgow International College (a collaboration between Kaplan International Colleges and the University of Glasgow). Students were surveyed regarding their reaction to and use of assignment feedback, as well as their understanding of it and their perception of its role in their learning. This case study suggests that a simple and directed style of feedback which deals with each question or aspect of an assignment individually, highlighting weak areas and allowing students to pinpoint their weaknesses combined with short ‘feedback meetings’ is particularly appropriate for international students. This case study was financially supported using a professional development grant awarded by Glasgow International College.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:McEwan, Dr Michael
Authors: McEwan, M.
College/School:University Services > Learning and Teaching Services Division
Journal Name:Practice and Evidence of Scholarship of Teaching and Learning in Higher Education
Journal Abbr.:PESTLHE
Publisher:University of Glasgow Learning and Teaching Centre
ISSN:1750-8428
ISSN (Online):1750-8428
Copyright Holders:Copyright © 2012 University of Glasgow Learning and Teaching Centre
First Published:First published in Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 7(1):79-95
Publisher Policy:Reproduced under a Creative Commons License

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