Many of you told us you wanted more support and guidance with referencing, as such we’ve taken out a new subscription to ‘Cite Them Right Online’, www.citethemrightonline.com available via the Online Library A-Z and the library catalogue. It has been developed from the bestselling book Cite them right by Richard Pears and Graham Shields.
If you’re having issues finding a particular book, Falmer library colleagues encourage you to let them know if a title is low in stock or unavailable. They’ll pass this information on, and present suggestions for new books which students will find useful. We’re confident this will result in popular books being available consistently.
You asked for quicker feedback on modules. To assist colleagues meeting the University’s 20 day feedback target, programme assistants will support programme teams, so that any potential issues with delivering feedback are identified and communicated earlier. We are confident this will ensure greater consistency in the speedy return of feedback.
The School of Education has worked with colleagues in the Falmer library to create Aspire lists for the majority of undergraduate modules for 2018/19. This allows students to access online books and resources for modules and support students in creating their assessments.
You asked for clarification on word counts for assignments (what qualifies, what doesn’t). We provided a list of elements for what qualifies.
You asked for clearer wording informing you about the outcomes of the mitigating circumstances process. We asked you for more feedback on how emails should be formed. Students are now clearer about outcomes from the mitigating circumstances process.
You asked for further clarity on how to improve work which has not passed. We introduced in-year module retrieval for L4 students. 46% of those who had the opportunity for IYMR engaged with the process, 60% passed their assessment for it, and 42 students went from failing a module to passing it.
On perceived unfair marking, we constantly review team marking to ensure parity and have written a statement in module handbooks explaining the process, showing how moderation prevents unfairness from occurring.
We’ve improved feedback on assessments by introducing a system in which you will receive three things you did well, together with feedforward that provides three examples of how to achieve improvements. This provides a clear direction and gives a sound starting point to seek further clarification.