Alongside the TPP unit for PGcert I have been assessing a cohort of YR2 work. The word count for the summative feedback was 300-350 words for the first marker, and 150 words for second marker. Since 2019 the Product Programme Director has been trialling writing less summative feedback, to create parity between courses that sit within the programme. Some had previously been writing 2 pages and some just a few lines.
I have been finding it challenging to stick to that word count. I initially write feedback as I look through the work, touching on both successful areas and areas for improvement. This on average hits around 600 words. I then have to edit. How can I rephrase sentences to claw back a few words? Are there points made that can be sacrificed in favour of others? Do I need to remove that example I reference from their sketchbook? Does that fully formed sentence have to change to some fragmented keywords that feel jarring and impersonal? Do I need to keep that positive feedback over some feed forward, in case it starts to sound too critical?
The LCF staff guide to assessment states the following:
A few key points I picked up on were ‘sufficiently detailed’ and ‘including examples where helpful.’ As a team we recently took part in a workshop that included our change makers – alumni from UAL who work directly with course teams to help meet UAL’s climate goals. Conversation turned at one point to written assessment feedback and what they found useful/un-useful on their respective courses. One key point was vague feedback, sentences like ‘explore this further’. How can they explore it further? What techniques? Avenues of research? In some cases, it may just be bad feedback, but I started to reflect on how sometimes there just isn’t space in the word count.
When we ask so much of the students for their submission, how can we expect them to improve in all areas if we can’t cover all areas in the feedback? Or if we do cover all areas, the detail and clarity of our feedback is reduced to more vague and general points.
Ultimately this comes down to individual teaching staff’s assessment styles, quality of feedback, and depth they go into. While I can happily write 600 words of feedback and feed forward perhaps it’s not as easy for others. With that comes guidelines to instill parity, but at what cost to the students learning?