3. Assignment Brief Enhancement:
"We all emailed him so many times that in the end he rewrote the brief and sent it to us all ..."
To ensure those students with difficulties in interpreting the brief are supported:
Provide a formal system for queries about the assignment, with responses accessible by the whole group. This could, for example, be paper-based, a Q&A slot in a lecture or on the VLE and it could be peer-peer or student to staff. This could also be anonymous where it is felt the students’ cultural background may restrict their readiness to query or engage in dialogue about assessment requirements
To ensure student difficulties in interpreting the brief are designed out over time:
Set up a means of collating a record of all the assignment queries received and the responses and use these to design out the less effective features of the brief. If the difficulty cannot be designed out of the instruction, then consider adding to a list of FAQs.
To ensure student performance of assessment tasks is not potentially hindered by difficulties in interpreting the brief:
Aim to collate common areas of poor performance over time, to determine whether these might be a result of less effective features in the assignment brief itself. Re-design the instructions accordingly to test this possibility.
To ensure student performance of assessment tasks is optimised by the brief itself:
Aim to collate, from completed assignments, recurring feedback comments from assessors and determine whether these might be a result of less effective features in the assignment brief itself. Re-design the instructions accordingly to test this possibility.
To ensure the brief is as communicatively effective as possible:
Include at programme or course level, a student evaluation questionnaire item focusing on the effectiveness of the brief itself. Collate recurring evaluative comments to increase the effective features in the brief and use the results to assess the brief’s communicative effectiveness over time.
"I'm catering fro lots of different students so have tweaked the instructions a lot so think I'm better now ..."