The student experience

This section contains information collected from the reflective comments made by individual students providing deeper insights into their attitudes.

Comments from a student whose marks were below expectation

"The mark received was not as high as I had expected. I answered the question with all the info available to me at the time. I wrote an unbiased account, 'not a one-sided tirade against ecstasy."

"I believe I was penalized for not discussing animal studies because of differences in doses' [subsequently questioned by the marker's comments on 'clubbers' taking doses near animal experimental levels also questioned other comments from marker]."

Notwithstanding these comments, the student was able to justify the order of useful comments quite well and produced a detailed action plan and defined terms, such as 'time-bomb'. This student also blamed the marker for low mark and did not consider that some of the problems with misinterpretation could be his own fault.

As for the usefulness of the reflective exercise, the student said:

"I found this task useful, as it made me realize that I should have taken more time ... to read comments at the time (when the essay was returned) ... and not just accept the mark and the comments without question."

“Many of the comments show that the marker misunderstood several points ... was biased against my work because I didn't use animal studies."

"...the fact that we had to do this in our final year was just slightly ridiculous. It would have been more useful in the first or second years when we could have learnt from it, and used it to our advantage."

Although there is some justification for the last point, the student does not accept that s/he has learned anything from this exercise when plainly the previous comments show that s/he has very much done so.

مواضيع ذات صلة

Research methodology The action inquiry process

Significance of the research

Design assessment and feedback

Feedback and learning

Assessment, learning and feedback in higher education Assessment and learning

Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Further considerations for the student experience

The student experience Discussion

Comments from a student with a mark lower than expected

Comments from another student who agreed with the mark

Comments from a student who agreed with the mark

Comments from a student whose marks were above expectation