Just received your first assessment results this year?
Whether you are pleased with your results or disappointed, this short guide can help you to get the most out of your feedback.
Grades in University are usually lower than in school or college, so your mark may be better than you think!
|70% and above||1st||Excellent, keep up the good work!|
|60% - 69.9%||2:1||Very good, could you push this to a 1st?|
|50% - 59.9%||2:2||Good, use your feedback to improve.|
|40% - 49.9%||3rd||Pass, use your feedback to improve and explore Study Skills support.|
|Under 40%||Fail||This may be disappointing, but you can use your feedback to learn how to improve in the future.|
Learn from your feedback
The Library is a wonderful resource to help you in your studies. Try the Getting Started Guide - the Basics Tab is the place to start, followed by one of the Campus tabs.
"First, I look at the overall mark. Usually, I then go through each section of written feedback to see the positive and negative points of my work, referring back to each section as I go to remind myself of what I had written."
"I highlight the bits I think will be most helpful, and write them on post it notes ready for further work. I focus on improvements which I can make, and try to see my downfalls and strengths."
*Taken from the How to Use Feedback Effectively – A Guide for Students
If you are not sure about some of the terms your lecturer has used, the Glossary* on this page can help. If you are still unsure of your results or feedback, we recommend speaking with your lecturer
Firstly, accept your result
Things did not quite go to plan. You may not be able to change the grade, but you have to forgive yourself. This is just one result of many, so learn from this and move on.
Be honest with yourself
Did you do all of the following things that are necessary to succeed?
By answering these honestly, you can help pinpoint where you need to improve.
"We can do anything we want to do, if we stick to it long enough" - Helen Keller
"Your past doesn't equal your future" - Tony Robbins
"There is no elevator to success, you have to take the stairs" - Zig Ziglar
"Bad days happen to everyone, but when one happens to you, just keep doing your best and never let a bad day make you feel bad about yourself" - Big Bird
Being too vague about a point by not explaining it in specific language, or by failing to ground it in theory or to use examples (see also ‘Concrete)
Make sure you’re answering the question that is being asked – students sometimes write about topics that miss the point. Make sure your arguments and material are relevant and clearly linked to the question, and you are not simply writing everything you know about the topic.
Weigh up aspects of the study and consider weaknesses that might undermine the validity of the study, and/or suggest ways the research could be improved. The weaknesses could be methodological, but may also be with how the authors interpret and present their own findings.
While it is often valuable to take a stance, be sure to present evidence for the other sides of the argument.
Make sure the reader can easily understand what points you have made by writing clearly, and explaining why you have made these points. Sometimes it is just a case of writing straightforwardly, and not assuming the reader will automatically know what you were thinking
In your work, you need to explain ideas clearly but with fewer words – if you have a word limit, make effective use of it! The marker may think you are waffling. Be succinct and avoid needlessly complicated words and phrases
Make sure you are using clear and specific language to talk about a defined situation or a certain finding, not just vague ideas (see also ‘Abstract’).
Show that you have actively thought about and questioned the claims you are describing or making. Even if the claims are completely valid, show that you have not just accepted them at face value.
Make sure you explain your arguments in detail, using examples where appropriate and working through your ideas rather than simply glossing over them.
Showing a sophisticated or elegant writing style, or presenting evidence in an original and insightful way.
Creating a coherent argument by connecting points in a logical order to ensure that the work is easy to follow.
Give examples to back up the points you make, ideally using evidence
Demonstrating your own thinking, perhaps by drawing upon research beyond the ones you learned about in class, to make an argument that not every student would have thought of.
Reading work back carefully, or getting another person to read it, to check for spelling and grammar mistakes. You should also check that your arguments make sense, and that everything is phrased clearly.
Try and use more than just the material provided by the lecturers, and avoid basing too much of your work on just one or two references.
Give a more precise and detailed account of what is being described, drawing on particular example
A way of presenting your work so the reader can follow the argument. Make sure your paragraphs are in a logical order, that you show the connections between different paragraphs, and that each section has good beginning and ending sentences.
Show how different sources and theories go together to make a good argument. A lack of synthesis could mean your essay reads more like a list of research than an argument.
Making sure that the thought-process, which underlies your argument is clearly expressed. Even if you have a good idea, it is not always easy for the marker to see your train of thought.
An unsubstantiated claim lacks evidence. Make sure you justify your argument by supporting each point with empirical evidence and references. This will create a more persuasive argument.