The presentation describes about how to give feedback on Assignments submittted by learners in distance education.It depicts how to evaluate Tutor Marked Assignments.Various Dos and Don'ts are mentioned in the presentation.

2. Teachers
‘ transmit’
feedback
messages
to
students about what is right or wrong in their
academic work,
about
its strengths
and
weaknesses, and students use this information
to make subsequent improvements.

3. T ORSUT
Rarely
Give
delayed feedback
M
ake
Do
give comments/
feedback
inappropriate comments
not know how to give comments

4. 
pressure of work

too many commitments

L
aziness

L
ack of interest in open school learners’ work

L incentives
ow
L
ack of training

W feedback……..
hy

5. 


▪ Feedback should be as timely as possible.
Don’t wait until the end of the semester to give
feedback on discussion and assignments.
It is vital that you provide feedback to students
before their next assignment is due so that
they have time to digest your feedback and
integrate it into the next assignment.

6. W Y DO ST
H
UDE S NE D
NT
E
F E ACK
E DB
?

T encourage them- build their confidence
o
by letting them know what they’re doing
well.

T support them in diagnosing their
o
strengths and weaknesses.

7. W Y DO ST
H
UDE S NE D
NT
E
F E ACK
E DB
?

T keep them on track- so they meet the
o
course goals and unit objectives.

T help them improve their performance.
o
W
hen…..

8. W E T GIVE F E ACK
HN O
E DB
?
F
eedback should be

timely

Given at small intervals
H
ow……

9. H
OW T GIVE F E ACK
O
E DB
?

can be oral or written

should be constructive

specific and clear
Oral…….

10. Oral discussion—ONE
-ON-ONE or in GROUPS
Initial
classroom discussion-Use a whole group
discussion to respond to students’ ideas for their
assignments
B
rainstorming
groups - Group discussion among
students (according to topics)
Peer response
– Discussion among students on
their drafts
Negative………..

11. •
W
hen it does not tell how to improve.
•
T
elling what is written but with no constructive comments.
•
W
ritten feedback which is similar to everyone else’s.
•
T
utor’s personal views on what issues they believe are important.
•
Negative feedback given in a way that makes one feel devalued.
•
If it is always negative = low self esteem = no motivation.
•
Negative followed by negative – makes you feel you can’t do anything
right.
•
Negative feedback – when you’re trying hard but you get ‘put down’.
Sample………

12. 
“what do you mean”?

“you have beaten about the bush”

“did you read your module before answering the
question”?

“reread your module and attempt the question once
again”

“this is hopeless.”

“Reduce the number of words”

13. 1. Comments that INDICAT a problem.
E
Comments such as• ‘M
ore needed here’ (a comment relating
to content)
• ‘P
oor structure’ (a comment addressing a
skill)
are of this type.

14. 2. Comments that CORRE a problem.
CT
Comments such as• ‘You should have included something about …
• ‘Your answer would have had a better structure
if you had started with an introductory paragraph
and also used shorter paragraphs throughout’
are of this type.

15. 3. Comments not only correct a problem, but also go on to
E L
XP AIN W Y. T ‘Correct’ comments can become ‘E
H
he
xplain’
as follows:
• ‘You should have included something about the actual data
rates here because ...’
• ‘Your answer would have had a better structure if you had
started with an introductory paragraph and also used shorter
paragraphs throughout. T is because….’
his
H to write…….
ow

16. 
Give comments as statements, not questions

Avoid making general, vague or meaningless
comments.

E
xplain comments (i.e., don’t just include a
question mark, or say “needs work” or “good.”)

T the student what they did well and why, as
ell
well as where they went wrong and why.

17. 
P
oint out and explain irrelevant or missing
content.

Give students examples of how to re-word
awkward or confusing statements (rather than
just saying “T is confusing” or “T could be
his
his
better expressed.”)

18. COM
ING UP……………………….
“GROUP W
ORK
”