Example 1: Multi-stage projects
Multi-stage projects enable the teacher to know whether the students have acted upon the feedback throughout the project stages
Description: A large-scale group project, which comprises the submission of a series of reports (inception report, the progress reports and so on) and a series of oral presentations.
What teacher does (and when)-
| • | Gives feedback to the inception reports and progress reports to help students to identify their weaknesses and to think about how to improve. |
What students do (and when)-
| • | Have to develop the project in stages by going through the inception report, the progress reports and so on; |
| • | Review feedback; |
| • | Submit final reports incorporating feedback |
Teacher’s comments
| • | The teacher commented that the multi-stage project was to keep students to gradually develop their idea from a very rough idea into something more feasible; and |
| • | The teacher said he was able to see the students acting and using the feedback throughout the project stages |
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Example 2: Multi-stage group presentations
Multi-stage group presentations refer to group presentations that are arranged throughout the course period so to allow students to receive continuous feedback in order to improve their performance.
Description: Group presentation sessions once every four weeks, to allow peer feedback and feedback from practitioners after each presentation
What teacher does (and when)-
| • | Provides immediate feedback to the presenter group at the end of the presentation; |
| • | Encourages students to ask questions and to give feedback to the presenter group after the presentation; and |
| • | Gives feedback to students’ final report submission so that they realize strengths and areas needing improvement |
What students do (and when)-
| • | Revise and incorporate the feedback from the presentations into their final report submission |
Teacher’s comments
| • | The teacher thought students treasured the presentations because they could receive continuous comments which would definitely benefit to their final submission; and |
| • | The teacher found it was sometimes difficult to motivate students to engage in peer feedback or comment on classmates’ presentations |
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Example 3: Multi-stage written assignments
Multi-stage written assignments refer to the submission of two or more written assignments, that are relevant to each other, to allow students to know what areas they need to improve in the next submission/assignment.
Description: Three written assignments (short research essay, long research essay and final research essay), each of the assignments has a specific deadline for submission.
What teacher does (and when)-
| • | Posts the marking guideline on the website ; |
| • | Gives individual comments a week later after each submission of the first and second written assignment; |
| • | Allocates 10% of the course grade to the second work, which is a much longer piece, but flexible to change if there is a significant improvement in their second written assignment; and |
| • | Gives one-page feedback comments to the final research essay, including both general and specific comments |
What students do (and when)-
| • | Submit the solution to a problem case (as the first research essay), the problem is given in the PBL class during the forth or fifth week of the semester; |
| • | Submit the longer piece of work (as the second research essay) in week 8 or 9 (same process as in the forth or fifth week); and |
| • | Submit the final research essay at a specific deadline; |
Teacher’s comments
| • | The teacher thought the timing to give students feedback was important; |
| • | The teacher said the first piece of the exercise was not a formal assessment, but was a part of the learning exercise; and |
| • | The teacher said the final research essay was independent research, so students could not get as much feedback in the process of completing it |
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