To what extent should foundation specific grading criteria be considered and implemented within extended degree programmes: a study at the University of Greenwich
Gemma Mansi, Hilary Orpin

The longevity of extended degree programmes at the University of Greenwich varies across Faculties. The most current introduction to the Faculty of Education and Health was 2016. Since 2016 there has been limited discussion or widely publicized information regarding marking and feedback for foundation year students. Therefore, this study aims to investigate colleagues’ understanding of assessing the quality of work at foundation level and how that is articulated in student feedback. Also evaluating students’ own understanding of their feedback and how we could develop a stronger feed-forward approach to developing quality of students work and successfully progressing to level four.

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