University of Glasgow Learning and Teaching Centre
Abstract
This paper identifies a style of feedback which is comprehensible and meaningful to international students on pathway to HE programmes. Moreover, it identifies the extent to which international students at pathway level can interact and engage with academic feedback on academic assignments in the fields of mathematics and statistics. Two distinct styles of feedback were offered to students studying academic modules on pathway programmes at Glasgow International College (a collaboration between Kaplan International Colleges and the University of Glasgow). Students were surveyed regarding their reaction to and use of assignment feedback, as well as their understanding of it and their perception of its role in their learning. This case study suggests that a simple and directed style of feedback which deals with each question or aspect of an assignment individually, highlighting weak areas and allowing students to pinpoint their weaknesses combined with short ‘feedback meetings’ is particularly appropriate for international students. This case study was financially supported using a professional development grant awarded by Glasgow International College
