student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - BUS: School of Economics, Finance & Marketing ART Report
The main changes that have been incorporated in Semester 1, 2008 are:
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New text.
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DVD series.
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10-15 minute review at the start of each lecture of the previous
week’s lecture.
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The last slide in each week’s lecture outlines the revision questions they
should complete at home and students are also directed to complete the
practice multiple choice test in Blackboard covering the material taught
in that week’s lecture.
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Three voluntary mid-semester tests.
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The final lecture is a review lecture of the materials covered and
a preparation for the final exam.
Second Semester 2008:
In addition to the weekly feedback forum in-class practise tests, optional
mid-semester assessment tasks were introduced consisting of online tests,
in-class tests and assignments. Such assessment throughout the semester
was introduced to encourage students to continuously review course content,
and to also provide students with additional feedback on their progress.
Six online multiple choice tests were introduced and students received
instantaneous results upon completion of these tests. Correct answers
were provided for students and they were advised on areas for further
study and review.
Three formal in-class multiple choice tests were also included as an additional
form of assessment. Results were uploaded in the online Gradebook with tests
and answers uploaded to the DLS for careful review by students. Students
who performed poorly on these tests were encouraged to make appointments
with staff to discuss the test. Additionally, two assignments were included.
Assignment 1 was submitted via the digital drop-box and Assignment 2
was emailed to a Macroeconomics email account. Both assignments were
electronically marked and emailed back to students with an ‘ideal solutions’
answer sheet. All forms of new assessment and various homework exercises
reflect the structure of the final exam and hence have been designed
as an ideal aid for exam preparation and also encourage students
to constantly revise course material.
Another feedback-enhancing concept implemented in Semester 2 was the
progress emails sent to students throughout the semester. Based on various
assessment results, two emails were sent during the semester advising
students of their progress to date. The emails either congratulate students
on their excellent performance or provide recommendations for revision
of particular study areas. Students who have performed poorly in the
assessment tasks will be advised to seek further assistance from
appropriate staff members.
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