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Starters Week of Engineering and Education: Training for TAs 2 S W E E T How to guide a Master’s thesis Content 1 What is being a TA at FirW about?.1 2 What is a Master’s thesis?.2 3 3.1 3.2 3.3 3.4 3.5 3.6 Guidance through time Defining the subject.3 Getting started.3 Process during the year.4 End phase.6 Evaluation.6 Tips and tricks.7 4 4.1 4.2 4.3 Do’s and don’ts during supervising How to give advice.8 How to correct mistakes.9 How to give feedback.9 5 5.1 5.2 Communication within the didactic team List with possible points of attention.10 Exercise.10 6 Student archetypes.11 7 7.1 7.2 7.3 7.4 7.5 Feedback What?.14 Why?.16 Who?.16 How?.18 Tips and tricks.19 8 Lexicon.20 9 9.1 9.2 9.3 Info Contact.22 Acknowledgements.22 References.22 10 10.1 10.2 10.3 Appendix Evaluation sheet.25 Feedback sheet: written communication.27 Feedback sheet: oral communication.29 1. What is being a TA at FirW about? How can one determine good education? At KU

Leuven, we use the scheme below to visualize the basic components of an educational situation. In a good educational environment, all components are elaborated in a consistent and well-balanced manner and different actors bear different responsibilities. On the one hand, your task as a teaching assistant (TA) is to create the optimum learning environment for your students. This includes guiding them through the learning activities, adjusting your support to the particular characteristics of the student in question and informing them about their progress so that they know where they stand. This way, you will help your students achieve the intended learning goals. On the other hand however, the learners themselves are responsible for creating their own learning process by actively undertaking the relevant learning activities. Consequently, the TA bears no responsibilities in the actual realization of the learning activities. Figure 1. Global Scheme The Faculty of Engineering Science

has clear vision when it comes to teaching and education. Therefore, a number of guidelines was put together in order to guide you through your job as a TA and through your personal development as a teacher. 1. 2. 3. 4. 5. 6. 7. The TA knows his/her teaching assignment and the responsibility that goes with it: he/she knows how much support students are entitled to. Furthermore he/she can make clear agreements with the students and follows them consequently. The TA is well aware of the objectives, as well as the evaluation criteria of the learning activities that are linked to his/her teaching assignment. The TA pays attention to the student characteristics: he/she knows different archetypes of students and can use this knowledge to guide the students in an appropriate way. The TA encourages students to actively process the subject matter: he/she encourages students to take their responsibility and to be actively involved in the research of the discipline. The TA makes sure that every

student receives sufficient feedback on a regular basis in order to support the learning process. The TA is in close contact with the promotor and the rest of the didactic team. The TA strives to gain insight into his/her own teaching style through self-reflection. 1 2. What is a Master’s thesis? A Master’s thesis is an essential part of an academically oriented program since it integrates knowledge and skills connected to a certain discipline. It is a research project in which the students show whether they have acquired the appropriate academic competences to contribute independently to scientific research and development, as well as to report their results. A thesis at the Faculty of Engineering Science comprises 24 credit points of the total of 120 credits in a regular Master’s program. Since one academic year typically corresponds to 60 credits, a thesis forms a major part of the study program. This is an equivalent of 600 to 720 hours of work, spread over two

semesters. In terms of weeks students should spent 23 to 28 hours a week working on their Master’s thesis during the last stage of their degree. 2 3 Guidance through time All Master students have a thesis supervisor, usually a professor associated with their Master’s program. Besides, students are guided by a PhD researcher, who is more closely connected to the Master’s thesis and acts as a coach for the student. Both the promoter and the daily supervisor are involved in the content and the process of the Master’s thesis. Although they will help when difficulties occur, the student is the final responsible for his/her thesis. In chapter 5, the communication within the didactic team is discussed in more detail. We will discuss the various moments on which guidance is needed. It is important to inform the students well during each phase: which tasks should they accomplish, when is a deadline approaching, etc. 1. 2. 3. 4. 5. Defining the subject Getting started Progress

during the year End phase Evaluation 3.1 Defining the subject Each Master’s program has its own procedure to assign thesis topics to students. Therefore, it is necessary to contact your promoter for the specific information. However, some elements are shared by all study programs: • • • 3.2 During the second semester of the first Master’s stage, a list of possible topics for Master’s theses is announced to the students through an online platform. In most programs students can propose their own topic, if they find a professor who is associated with their study program and willing to act as supervisor. Students are encouraged to take up contact with researchers and professors to make an informed choice about the thesis topic they would like to pursue. This minimizes the possible miss-match between the expectations of the student and those of the promoter. For example: in some programs this can be done during a theses fair, where promoters and daily supervisors are

present. The topics are assigned to students before the end of June, taking into account the preferences of the students and a fair distribution of the theses over the Faculty staff. Getting started The supervision team (the promoter and the daily supervisor) and the student should jointly formulate the problem statement and construct the research plan. 3 Some tips are: ƒ ƒ ƒ ƒ ƒ Verify if the goal of the research project is clear to the student. Formulate together the problem statement. Ö Students tend to go too broad. Limit the subject and be realistic Provide an initial list with books and articles regarding the topic. Subsequently, the student can search more information for his/her literature study. Examine the research method (how will the data be collected and analyzed?). Discuss the planning: Ö What are the deadlines: when should the report be submitted, when is the final presentation, etc.? Ö How long beforehand should a chapter be submitted to be verified by

the supervisors? Ö Who can be contacted if problems occur (e.g the promoter or the responsible of a company)? Ö Should the student take some courses regarding a specific topic? 3.3 Process during the year There should be a regular contact between the student and his/her daily supervisor. Usually each (two) week(s) they meet to evaluate the accomplished work and to discuss the coming tasks. This way, the TA follows the thesis progress and acts as a coach Yet, the students should take the initiative and make an appointment with the TA. Besides, students meet their promoter at least once or twice per semester. The key points of good supervision for the student can be summarized as: clear and straightforward communication, availability and reasonable advice when necessary. Although the student needs guidance, it is important to create a free and independent working environment as well. Tips to prepare a meeting: ƒ ƒ Present fixed moments every week or every two weeks on which you

are available. This can be with or without subscribing Inform the students in time when you’re unavailable (e.g due to a conference). Ask the students to prepare themselves for a meeting. Prepare each meeting yourself based on your notes from last meeting. ƒ If documents are handed in, read them before the meeting. ƒ ƒ 4 Tips during a meeting: ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ Be strict at the beginning, you can loosen up when things go well. The other way around is much more difficult! Ask students to take notes during the meeting. Keep track of each student by taking notes yourself. Discuss the agenda of the meeting. Let the student inform you about the progress. Compare this progress with the research plan. Is there a deadline approaching? Discuss the documents that were handed in. Give instructions for the next steps. Schedule a next meeting. Some tips you can offer to the students: ƒ ƒ ƒ ƒ ƒ Tell the students that they should start early enough and that they have

to work regularly. Ö Usually students have less time in semester 1 than in semester 2, but they should already spend sufficient time in semester 1 on their thesis. Don’t let them wait too long to start writing. Ö E.g the literature study: students ought to write it immediately after collecting articles. Afterwards, they can update it with extra information Ö E.g context and problem statement: once it is clear to the student, he/she can start writing that chapter and update it later. Before the students start writing, let them check the Faculty guidelines for writing a thesis: https://eng.kuleuvenbe/english/education/mastersthesis/guidelines-thesispdf Furthermore, the Faculty offers both a LaTeX and a MS Word template for the thesis text, see: http://eng.kuleuvenbe/english/education/mastersthesis/indexhtml Students can find a manual with guidelines for written and oral reporting at https://eng. kuleuven.be/english/education/reporting/written-and-oral-reporting-manualfirwpdf There,

some tips are given regarding structure, language, references, etc Depending on the program, students are asked to keep track of the work they have done, e.g through a time sheet or a journal on a daily or weekly basis At regular intervals, this should be checked by the supervisor to prevent students getting deactivated. Together with the research plan, this should provide an accurate means to check the progress of the student. This tool will help to decrease the discrepancies between students’ impression of their work and the perception of the supervisor. Additionally, it could be used in the argumentation process in case of disputes. 5 The Faculty organizes different workshops to support students with their thesis work. • Workshop to recapitulate on literature search in the library and its extensive e-collections. • Workshop to refresh the principles on academic writing. • Workshop on integrity and plagiarism. 3.4 End phase The main deliverable of the thesis is the

thesis text, which can include appendices with descriptions of code or experimental data. In some programs, a poster or an article is also required, that is suitable for a non-specialist audience. The thesis can be submitted at three moments of the academic year: June 6th, August 21st, and January 15th. Sometimes intermediate deliverables, such as a literature review, are required. The text of the Master’s thesis always remains the responsibility of the students themselves. Therefore, the supervisor’s influence on the report should be restricted to guarantee a genuine assessment of the thesis. It is not your task to correct the text, make additions, etc. When you give feedback on the report, take following directives in account. • • • Read one chapter (preferably the introduction or the literature study) thoroughly in terms of content and language. Give general points of improvement together with appropriate examples from the examined chapter. This should provide sufficient

information for the student to apply this feedback to new texts. The other chapters should only be read concerning content and structure. If you detect plagiarism, inform the promoter as soon as possible. More information regarding KU Leuven campaign against plagiarism can be found at: http://www.kuleuvenbe/ plagiarism. Moreover, students should know how to refer correctly This is explained in the written and oral reporting manual at https://eng.kuleuvenbe/english/education/reporting/ The students should prepare a presentation as well. The midterm presentation serves to provide feedback on presentation skills, language and content, and to detect problems. Regarding the final presentation, the following guidelines apply. • If the student wants to, the supervision team can comment on a draft of the slides (both regarding the content and the layout). • Feedback concerning the complete presentation should be in terms of general improvement before the presentation. 3.5 Evaluation

The Master’s thesis is evaluated on three aspects: • The process: the work during the year (ability to work independently, inventiveness, creativity, degree of complexity, realization of the research plan, time management). • The product: the final report and/or a product (scientific content, style, language, legibility, structure, critical analysis). • The presentation and oral defense (style, language, structure, completeness, timing). 6 The evaluation is done by a commission that consists of the promoter, the daily supervisor and two additional assessors with sufficient expertise. In case the daily supervisor is not present in the jury, the promoter should at least consult him/her to adjust the assessment. Each student has to give a final presentation of at least 15 minutes, and answer to the questions of the jury during an oral defense. To facilitate and progress the evaluation, the Faculty developed an evaluation sheet, that helps jury members weigh the various aspects

of a thesis in order to reach a final score. This document should be completed with a line of reasoning The evaluation sheet can already be used during the year to give feedback on the diverse criteria. You find it in the appendix (see 10.1) 3.6 ƒ ƒ ƒ Tips and tricks As a daily supervisor, you should try to find the (difficult) balance between under and over guidance. Students have the right to be guided sufficiently and get feedback on their learning process. On the other hand, they must get the opportunity to develop themselves and to reach the objectives independently. In chapter 4 we will offer you some do’s and don’ts that might help you when guiding a Master’s thesis. Some guidelines vary according to the study program. Therefore, it is important to stay in close contact with the promoter of the thesis. See chapter 5 for more information regarding communication within the didactic team. Pay attention which kind of student you are guiding. The archetypes in chapter 6

might help you to get an overview of the diversity of students and to adjust your coaching to their specific needs. You may presume that the student you supervise corresponds to following profile for a good student. The student: Ö carries the final responsibility for his/her Master’s thesis. Ö is compelled to accept and make use of the supervision that is provided. Ö makes sure he/she is informed about the expectations regarding the Master’s thesis (prerequisites, general goals, approach and evaluation criteria). Ö shows interest in the research domain in which his/her project is situated. Ö takes part in developing the research plan together with the supervision team and clarifies his/her expectations towards the supervision team regarding all aspects of the thesis. Ö actively seeks contact with the supervision team during the project and is open to suggestions. Ö hands in (parts of) the thesis text in time and according to the agreed deadlines in order to make sure the

promoter has sufficient time to provide solid feedback. Ö is the author of the end product, will not commit fraud or plagiarize, and will apply the rules for referencing correctly. 7 4 Do’s and don’ts during supervising 4.1 How to give advice DO ƒ ƒ ƒ ƒ ƒ ƒ ƒ DON’T Answer a question with another question instead of directly giving the students the answer. If you withhold any ready-made answers from the students, you encourage them to think autonomously. This will activate their knowledge from other courses and will further improve their reasoning skills. Explain why you give advice instead of giving direct answers. When students understand that they should be the responsible for the research, they will act more autonomously. If the student needs advice, provide several options to ensure that he/she can make a choice himself/herself. If you only give one suggestion, emphasize that your advice is not the only possibility and that he/she should be able to

reason why he/she made a certain decision. As the thesis proceeds, progressively give more indirect advice instead of direct instructions. Ask the students questions about their learning methods: where would they search for answers, how do they know if an article is suitable for their thesis, what could the risks of a certain decision be, are there any alternatives, etc. Emphasize the importance of a critical attitude when reading scientific literature, e.g is the context suitable for the thesis topic? Pay attention to the students’ non-verbal behavior. Students will not always verbally state that they don’t understand something but they will often communicate this in another way. 8 ƒ ƒ ƒ ƒ ƒ Avoid offering direct answers and instructions too frequently. Students may turn against you and your advice or they may adopt a dependent position and let themselves be led by your findings without thinking independently. If you guide several Master’s students, don’t treat

them all the same way; keep in mind that students differ (cf. student archetypes). Don’t talk too much yourself, but let the student speak. This way, you find out what kind of advice the student exactly needs. Don’t assume that the student is highly motivated to work on a thesis. When he/she isn’t making progress, check its motivation. Don’t judge too quickly that the student doesn’t understand something, but consider possible reasons for the student’s behavior. Maybe the preparation was inaccurate or he/she received wrong information. 4.2 How to correct mistakes DO ƒ ƒ ƒ ƒ ƒ DON’T Ask the student to explain how he/she came to a certain conclusion. Ask additional questions. When the student is stuck, explicitly clarify the underlying reasoning process you use to solve a problem. Also explain the intermediate steps: although they might seem self-evident to you, they are often not that self-evident to students. Show and explain the students how you gather and

process information, and turn it into knowledge. Clearly state the various steps you take, explaining what and how you think, which steps you (don’t) take and how you find an answer. Foster the student to search for alternative solutions or explanation. Refer to literature where students can find solutions. 4.3 ƒ ƒ ƒ ƒ How to give feedback DO ƒ ƒ ƒ ƒ Don’t assume that the students have the same prior knowledge as you do. Yet, start from their point of view. Avoid asking closed questions or questions with only one correct answer. Avoid ready-made solutions, but try to divide the problem into partial problems and guide the students through the thinking process to eventually arrive at an answer. Do not correct mistakes yourself, but stimulate the student to formulate a solution himself. DON’T Focus on the students’ performance and learning rather than on the students themselves and their characteristics. Thus, give feedback on something a student has done,

rather than on who he/she is. Start from your own point of view: “I saw that you gave orders and it gave me the impression that ”. Remember that feedback must focus on behavior you have objectively observed, not on subjective interpretations of this behavior. Give the students time to react or ask for a reaction to check whether they understood your comment. 9 ƒ ƒ Do not only concentrate on negative aspects, but also emphasize positive ones and give suggestions for improvement. Do not wait too long. Feedback is best given as soon as possible after a certain behavior, response, etc. In chapter 7, we will offer you more information about feedback. 5 Communication within the didactic team Communication with the promoter is crucial to adequately guide a Master’s thesis. Since some information is specific for a program, the supervision needs to be discussed in advice with the promoter. During the academic year, you should act as a coach, as we already mentioned If you

experience problems with students who question your role as supervisor, you can discuss this with the promoter as well. Furthermore, as a daily supervisor you should inform the promoter regularly regarding the progress of the thesis, e.g when the research plan would be adjusted, since the promoter has the final responsibility. Before getting started, we advise you to reflect on what is expected from you as a TA. Below, you can find a list with possible areas that need your attention. Check whether you know the answer to these questions. If this isn’t the case, this may be the perfect occasion to engage in conversation with the promoter. Sometimes you can contact an experienced TA They are the right persons to turn to with your questions. Notice that this conversation is entirely voluntary; taking the initiative is up to you. 5.1 List with possible points of attention Goals 1. What are the objectives of the Master’s thesis and of the study program? a. The learning goals are

described in the ECTS course description, to be found on https://onderwijsaanbod.kuleuvenbe/opleidingen/n/ Task of the TA 1. 2. 3. What is my task as a TA? What is expected of me as a TA? How often should I meet the Master student? How should I provide the student feedback, e.g orally or electronically? Task of the student 1. What is expected of the students? a. Should they keep a logbook? b. How often should they inform their supervisor? 2. Which deadlines should they reach? 3. Do the students have to give a midterm presentation? 4. How will the students be evaluated? Should they make a poster, an article, etc.? 5.2 Exercise After watching the movie, write down two aspects you’ve learnt. 10 Notes 6 Student archetypes Every student will react differently to a similar situation because of personality traits, prior knowledge, motivation and other aspects. It is therefore important to learn how to identify different types of students and how to adapt your

communication style accordingly. Some of your students, for example, will not be able to deal with harsh criticism while with others you might need a rather blunt approach to get your message across. We give you an overview of the different types of students. Obviously, assigning each student to an archetype does not respect the unicity of every student. Nevertheless, these descriptions can be used effectively in learning how to identify different student types in the future and they give you an idea of the existing diversity. It is important to consider what type of student you will guide. Why has the student chosen this thesis subject? Is he/she motivated? What was his/her prior education? Is the student generally working punctually, or should your remind him/her frequently of a deadline? 11 The unprepared student This student has a general idea of what his Master’s thesis will be about, but he doesn’t always find the time and the motivation to prepare himself properly for

the contact moments. Since he doesn’t try to figure what connects his program to his thesis, he has no insight into the theoretical aspects of the research. During a meeting, he will try his best to think with the TA, but he is unable to verbalize what he is doing or why he’s doing it. The student with fear of failure This student suffers from fear of failure. He is immensely scared of failing the Master’s program in general and therefore of failing his thesis as well. He always comes thoroughly prepared for a contact moment. During the meeting however, he is really stressed and he asks the TA an abundance of questions out of fear of doing something improperly or wrong. The unmotivated student This student is tired of studying to become an engineer. He chose the program only because his parents insisted on him getting a university degree and he is sure to be taking over his parents’ business in the future. He isn’t interested in the subject of his Master’s thesis and he

tries to call on his fellow students if he needs any help. The pedantic student This student is a thoroughbred know-it-all who acts like he’s right all of the time. Therefore, he often thinks he knows better than the TA who’s supervising his thesis. He is convinced that he understands the topic and considers himself well prepared for the thesis. Whenever he believes the TA to be wrong – which happens a lot – he won’t mind showing off his disagreement. On top of that, he loves asking questions he assumes the TA has no answer to. 12 The less-talented student The ambitions of becoming an engineer may be overshadowed by his limited academic possibilities. He tries to prepare for the contact moments but he doesn’t have a clue what the thesis is about. He will ask the TA for help but has a hard time understanding the explanation he is given. At first, he admits not understanding but when the TA explains it again and he still doesn’t, he will just pretends to get it. The

very interested student This student is very interested in the program of Engineering Science and actively takes part in the meetings with his supervisor. He understands most of what the contact moments are about but by asking a lot of meaningful questions, he will still try to further deepen his knowledge. The student with a lack of prior knowledge Although this student is strongly motivated to become an engineer and to successfully complete the Master’s program, he does not possess the necessary academic background. During his studies, he didn’t take the right courses, which backfired at the beginning of his thesis. As a result, he’ll need to increase his efforts but has a good chance of succeeding. 13 7. Feedback Since students need to know where they stand in order to be able to work towards educational goals, evaluation takes a central place in the educational practice. Therefore, through various evaluation activities the didactical team tries to ‘assess’ to what

extent students have achieved the stipulated course objectives. Since research indicates that students’ study behavior is closely related to the evaluation method that is used, the relationship between evaluation and course objectives is extremely important. Hence, the evaluation method should also correspond to the learning activities implemented by the students throughout the academic year. It is important to note, however, that the evaluation process doesn’t only exist in its summative form, which implies giving marks or awarding students with a degree. Another, but equally important form is formative evaluation which supports students’ learning process. One way of providing your students with this formative type of evaluation is by giving them feedback. In what follows, we will elaborate on what feedback is, why you should use it, who can offer it and how you should provide it. 7.1 What? In the Academic Press Dictionary of Science and Technology, feedback is defined as:

“the return of information about a system or process that may affect a change in the process, for example, the regulation or optimization of performance” (Morris, 1992). In an educational environment, the purpose of feedback is to offer students insight into their own learning process or functioning so that their learning becomes more goaloriented. By means of feedback, a student can learn whether his/her study method is efficient and to what extent he/she achieves the objectives. Feedback can take various shapes and fulfill different functions, but should always meet the following criteria: ƒƒ Feedback should encourage learning, not measure failure. ƒƒ Feedback should focus on improving the next version, not on evaluating the current one. ƒƒ Feedback should prompt reflection. If we take a closer look at the various forms of feedback, they can be positioned within a system based on two axes. 14 a. Verbal feedback Verbal feedback, or oral feedback, is feedback that is

communicated face-to-face between a professor and his students. Examples are immediate oral feedback after a performance, oral feedback to a group about mistakes made in a lab session, etc. ƒƒ PRO’s: The possibility to differentiate, clarify and allow students to respond. Interaction between the supervisor and the student is possible. You can notice nonverbal behavior from your students ƒƒ CON’s: This can be quite time-consuming and usually volatile since the student hasn’t got anything tangible to hold on to. b. Written feedback These are all kinds of written feedback from a short written remark to elaborate suggestions for correction. It exists in an old-school, handwritten way but may also be provided electronically, for example via a digital learning platform such as Toledo. This can vary from electronic feedback on assignments to feedback via a discussion forum or an e-mail that automatically provides feedback on an electronic test. ƒƒ PRO’s: The student is offered a

concrete tool for remedy. Electronic feedback facilitates elaborated and individualized feedback, also possible with large groups of students. On top of that, it is re-usable and easily adapted ƒƒ CON’s: It can be misinterpreted and can come across as more harshly than intended. Writing down (individual) feedback for large groups can be time-consuming as well. c. Individual feedback Individual feedback usually takes the form of direct feedback given to one student. It is entirely based on the accomplishments of the student so it is clear that all remarks are directed specifically to him/her. Research indicates that this kind of feedback has a positive influence on students’ intrinsic motivation. ƒƒ PRO’s: Easily adaptive. Specific information about the mistakes that a particular student made and the difficulties he/she encountered which can be really motivating. ƒƒ CON’s: Not always feasible when you coach a large group of students. Moreover, asking a student for an

individual conversation in order to provide him/her with feedback can come across as quite threatening. d. Collective feedback Collective feedback is often perceived as being quite indirect, since it isn’t directed at the individual. Group members still need to filter the feedback and make up which suggestions or what criticism applied to them as an individual. This form of feedback is particularly useful when it is impossible for the teacher to offer individual feedback to each student. ƒƒ PRO’s: Time-saving in case of large groups or a lack of time. Forces students to be self-critical. Less threatening than being evaluated individually ƒƒ CON’s: It is hard to apply this kind of feedback to the individual student. 15 7.2 Why? Feedback works and has measurable benefits on students’ learning. A meta-analysis by Hattie (1987) on the results of feedback showed that “feedback resulted in positive benefits on learning and achievement across all areas, knowledge and

skill types and levels of education”. Research shows that constructive feedback on a regular basis has many benefits for the students receiving this feedback. ƒƒ ƒƒ ƒƒ ƒƒ ƒƒ It can help them maintain and increase their motivation; It increases their confidence, self-esteem and competence; It improves interpersonal relationships; It can promote personal development; It develops teamwork. Students, however, aren’t the only ones who might benefit from feedback. Their teachers might as well. Research has shown mentors to experience enhanced communication and interpersonal skills, as well as personal satisfaction. Despite these benefits, mentors often express difficulty in knowing how to provide feedback in a constructive way. In what follows, we will try to explain to you under which circumstances feedback will be most effective and we will give you some basic tips ‘n tricks on how to put this into practice. 7.3 Who? Although we mainly discussed why you should provide

your students with a sufficient amount of feedback, this isn’t the only direction in which the feedback be developed. There is also the possibility of peer feedback and self-assessment, for your students as well as for yourself as a TA. a. Peer feedback Peer feedback is feedback in which two students enter into dialogue on the basis of detailed comments on each other’s work, behavior or accomplishments, based on preestablished evaluation criteria. Peer feedback differs from peer evaluation since the students don’t have to give each other a grade. This way, the focus isn’t on the scores but on how their mutual dialogue can lead to better learning. Students will experience improved learning because peer feedback ensures that they: ƒƒ Learn to identify possible areas of improvement and how to make constructive suggestions for correction; ƒƒ Learn to look in a more independent way at their own work; ƒƒ Learn to work independently which will result in the students becoming

less dependent on the teacher as an expert; ƒƒ Have more confidence; ƒƒ Are better prepared for real work situations. 16 Last but not least, encouraging students to engage in peer feedback can be challenging, so we provide you with some benefits resulting from this kind of feedback. Knowing about these benefits may motivate your students to give it a try. ƒƒ Peer feedback doesn’t revolve around criticizing but about learning from one another. Start with positive remarks first to gain trust and to make criticism easier to accept. ƒƒ Your students will learn a range of skills through giving and receiving peer feedback, such as: ÖÖ Diplomatic negotiation; ÖÖ Functioning in a group of peers; ÖÖ Giving feedback and accepting criticism; ÖÖ Justifying and substantiating their own points of view; ÖÖ Rejecting or disproving suggestions. b. Self-assessment Self-assessment is defined by Boud (1995) as: “How am I doing? Is this enough? Is this right? How can I tell?

Should I go further? In the act of questioning is the act of judging ourselves and making decisions about the next step”. It is of fundamental importance and is a prerequisite to the development of meaningful learning practices. On top of that, it is necessary in order for students (or anyone in a learning process) to be less reliant on the external advice of a teacher. In simple terms, self-assessment is a form of evaluation in which students are asked to judge their own learning process or end product. By evaluating themselves, your students gain insight into the process they are going through, in their strengths and weaknesses and in what is needed to successfully conclude an assignment. Selfassessment includes self-evaluation and self-reflection ƒƒ Self-evaluation implies that the student critically evaluates his/her own product and the process that preceded it. The students evaluate themselves based on predetermined criteria. ƒƒ Self-reflection follows self-evaluation. The

students reflect on themselves, their evolution and their learning process. This allows the student to discover what needs to improve next time and what went well already. The Teaching Department Unit at the University of Waikato, New Zealand, listed in 2012 a number of reasons why self-assessment is integral to the learning process. We will summarize several of them. ƒƒ Further learning is only possible after recognizing what still needs to be learned; ƒƒ Self-assessment can promote the learner’s responsibility and a sense of responsibility in students; ƒƒ It emphasizes the formative aspects of assessment and focuses on progress; 17 ƒƒ Self-assessment practices fit in nicely with the recent shift of focus in higher education from an emphasis on teacher performance to focusing on student learning. 7.4 How? On the one hand, research suggests that feedback is more effective when students are encouraged to actively process the learning material offered. They should be

stimulated to set to work with the subject matter instead of simply reading the feedback passively, which would make them quickly forget it. On the other hand, the same research shows feedback to be more effective when it is adjusted to the student’s characteristics. This type of individualized feedback for example takes into account the student’s prior knowledge about certain contents. It can also be given when certain mistakes occur frequently or different feedback can be given depending on the student’s level. Another basic condition for feedback to be effective is that the information is exchanged in an atmosphere of safety, respect and trust. When this feeling is missing, your feedback will only lead to misinterpretations, misunderstandings and resistance. Give your student(s) an opportunity to react and check whether your message came across and whether the students recognize themselves in your observation. According to Nicol and Macfarlane-Dick (2006) there are seven

principles of good feedback practice. According to them, good feedback: 1. 2. 3. 4. 5. 6. 7. Helps clarify what a good performance is (goals, criteria and expected standards). Facilitates the development of self-assessment in learning. Encourages teacher and peer dialogue around learning. Helps deliver high-quality information to students about their learning. Encourages positive motivational beliefs and self-esteem. Provides opportunities to close the gap between current and desired performances. Provides information to teachers that can be used to help shape teaching. 18 7.5 Tips and tricks Feedback must meet the following conditions: Feedback should describe and not evaluate, condemn, interpret or seek motives. By describing the behavior and your own reaction to this behavior, you give the other person the freedom to decide whether or not to use the information. When omitting value judgment and moralizations, you limit the other person’s need to defend themselves or to

ignore the offered information. Incorrect: You rather put yourself forward today. I feel you do that out of fear of not being accepted. Correct: During a meeting, you are always the first to speak up. You react so fast, that I never get the chance to give an input. Then you annoy me Feedback has to be specific, rather than general. Information on specific behavior is more useful than general information. A specific description of perceptible behavior facilitates a change in attitude. Incorrect: You are very dominant. Correct: When I was giving feedback on your text, you yawned and looked outside. I feel you don’t listen to my arguments and are not interested to receive advice. Good feedback is useable and focused on behavior the recipient might be able to change. If somebody points out a shortcoming without any indications on how to improve that behavior, the recipient might feel frustrated. It is advised to indicate possible alternative behavior. Incorrect: To be honest, your

presentation wasn’t very interesting. Correct: I noticed you keep your head quite low and your hands before your mouth when talking. That makes you appear hesitant Eye contact makes it much easier for us to stay focused. Feedback has to be wanted, rather than forced. It is the most useful when the recipient formulates the question himself. Furthermore, a good balance between positive and negative feedback is always advisable. Feedback is the most effective when given immediately after the unwanted behavior is presented. It is best to avoid giving feedback on behavior of a previous contact moment For more information on giving feedback, we would like to refer you to the Faculty Note on this topic: http://eng.kuleuvenbe/onderwijs/Feedback/Feedback-FirW (in Dutch) 19 To remember To tell others To do Questions 8. Lexicon Actors (by whom) In a learning environment, the didactic team offers support and articulates with whom the students will interact. These can

include the promotor, daily supervisor, peers, a tutor or experts from the industrial field. Blended learning A well thought-out integration of on the one hand, face-to-face teaching during contact moments and on the other hand, online learning. Context You cannot divide the learning environment from the context where you work in. Think for example of the broader context of the curriculum, the infrastructure or the educational regulations. Evaluation In this component of the learning environment, it is checked which rate the students have reached the learning goals. By explicating the form of evaluation at the beginning of the course, the students can work in a more purposeful and efficient way. Feedback The return of information about a system or process that may affect a change in the process, for example, the regulation or optimization of performance. Flipped-classroom With the flipped-classroom model, students prepare contact moments so that – during contact hours –

you can focus on the application and in-depth assimilation of the subject matter. This way you won’t lose time explaining the theoretical aspects of the course material. Goal The knowledge, skills and attitudes students have to reach. The course coordinator defines the learning goals in advance. Depending on these goals, the students’ learning activities and the learning environment will be determined. Instructional approach This is a part of the support that the didactic team offers in a certain learning environment. As TA, you support the students to select the right learning activities that will contribute to the educational goals. Letting them make a presentation is one type of an instructional approach or teaching format that aims to activate the students. Furthermore, you can choose to give lectures, use cases, let the students work in groups, etc. Learning activities These are actions undertaken by a student in order to reach the goals of a particular course. In the

ECTS course description, the course coordinator articulates which actions the students should undertake. These activities are the responsibility of the students and should be adapted to their particular characteristics. Some examples are structuring a text, searching the connections between different chapters, applying new knowledge, etc. 20 Learning environment The learning environment is constructed by the didactic team in order to stimulate the students to complete the right learning activities. It is adapted to the learning goals and consists of two elements: support and evaluation. Material The course materials are part of the support that is offered to the students and include all objects that are used during their learning activities: e.g handbooks, a map, a calculator, etc. Peer assessment When students are working in small groups, they can assess each other. Peer assessments can also be taken into consideration by the didactic team when grading the students. Peer

feedback Organizing evaluation moments during the semester and letting the students evaluate their team members without giving them a grade. This way, you get information how the interaction in a group is going. Self-assessment Students take on the role of the teacher as assessor and obtain a more profound insight into their educational goals and into the qualitative criteria a result should comply with. It includes self-evaluation and self-reflection Self-evaluation Self-evaluation implies that the students critically evaluate their own product and the process that preceded it. They evaluate themselves based on predetermined criteria. Self-reflection Self-reflection follows self-evaluation. The students reflect on themselves, their evolution and their learning process. This allows the student to discover what needs to improve next time and what went well already. Students’ characteristics Every student is different, depending on the amount of prior knowledge, metacognition,

motivation, cultural differences, learning styles and working experiences. You can change these characteristics by providing adequate support. Eg if the study material corresponds with their personal interests, their motivation for the course will further increase. Substance This is a part of the support the didactic team offers and refers to the content that is learned by the students. Support This is a component of the learning environment. During the elaboration of the support, the course coordinator formulates answers for the following questions: which substance do we provide the students, which course materials do we offer, which instructional approach or teaching format will help the students realize the learning goals, and with whom will the students interact? 21 9. Info 9.1 Contact  SWEETT@kuleuven.be  http://eng.kuleuvenbe/onderwijs/SWEETT 9.2 Acknowledgements The authors would like to thank Yolande Berbers, Laura De Geyter, Joris Everaerts, Jens

Hermans, Hans Janssen, Elke Kalokerinos, Geert Lombaert, Frank Naets, Bart Nauwelaers, Nicole Totté, Astrid Van Gramberen, Jan Van Haaren, Dirk Vandepitte, Els Verstrynge, Giovanni Vleminckx and the faculty committee on Master’s thesis for their support and advice. Special thanks and credits go to Marie-Paule Buyse, staff member Internationalization at the Dean’s office and former chair of the faculty committee on Master’s thesis for her contribution, support and advice. 9.3 References Boud, D. (1995) Enhancing learning through self-assessment London: Kogan Press Buelens, H., Buijs, J, De Cock, M, Heylen, C, Janssens, A, Londers, E, Van der Hoeven, W (2013). Stap voor stap naar een optimale begeleiding van projectonderwijs Praktische gids bij het gebruik van het begeleidermodel voor wetenschappelijk en technologisch onderwijs. Herent: Acco. Clement, M., & Laga, L (Eds) (sd) Cognitieve verwerkingsactiviteiten Geraadpleegd op 27/11/2014 via http://www.kuleuvenbe/duo/

pdf/cogn verwerkingsact defpdf De Geyter, L., Londers, E, & Van Hemelrijck, I (sd) Supervising exercise sessions Starters week of engineering and education: Training for TAs. Heverlee: Faculty of Engineering Science Degent, L., Meerbergen, K, & Vandebril, R (2013) Reglement en praktische richtlijnen voor de masterproef in de Wiskundige Ingenieurstechnieken. Geraadpleegd op 27/5/2015 via https://wms.cskuleuvenbe/cs/studenten/master-wit/masterproef/pdf/richtlijnenwitmasterproeven-12112013pdf Dienst communicatie. (2012) Onderwijslexicon Geraadpleegd op 27/11/2014 via https://www kuleuven.be/onderwijslexicon/indexphp Enkele richtlijnen in verband met de masterproef. (2014) Geraadpleegd op 27/5/2015 via https://wms cs.kuleuvenbe/cs/studenten/master-computerwetenschappen/masterproef/pdf/richtthesispdf 22 Faculty Committee on Master’s thesis. (2015) Master’s thesis at the Faculty of Engineering Science of KU Leuven. Heverlee: Faculty of Engineering Science Groeseneken, G. (sd)

Master thesis KU Leuven Retrieved on 27/5/2015 from http://set kuleuven.be/nanotechnologie/eng/current-students/masters-thesis Hattie, J.A (1987) Identifying the salient factors of a model of student learning: A synthesis of meta-analysis. International Journal of Educational Research, 11, 187-212 POC Ingenieurswetenschappen Chemische Technologie. (sd) Master thesis at Department CIT [annex 3 of the report from the Faculty Committee on Master’s thesis on January 22, 2015]. Leuven: KU Leuven. POC Ingenieurswetenschappen Chemische Technologie. (sd) Meesterproef Chemische Technologie Burgerlijk Scheikundig Ingenieur. Leuven: KU Leuven Geraadpleegd op 27/5/2015 via https://cit.kuleuvenbe/RichtlMeesterproefpdf Morris, C.G (Ed) (1992) Academic Press Dictionary of Science and Technology (p 812) San Diego: Academic Press. Nicol, D.J, & Macfarlane-Dick, D (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher

Education, 31, 199218 doi: 101080/03075070600572090 Onderwijsbeleid. (2014a) Leeractiviteiten Geraadpleegd op 27/11/2014 via http://www kuleuven.be/onderwijs/werken opo/leeractiviteiten Onderwijsbeleid. (2014b) Heterogeniteit Geraadpleegd op 27/11/2014 via http://wwwkuleuven be/onderwijs/ken-je-studenten/heterogeniteit/heterogeniteit Onderwijsbeleid. (2014c) Bouwstenen voor je OPO Geraadpleegd op 27/11/2014 via http:// www.kuleuvenbe/onderwijs/werken opo/bouwstenen OPO Onderwijsbeleid. (2014d) Kies je werkvorm Geraadpleegd op 27/11/2014 via http://www kuleuven.be/onderwijs/werkvormen Remmerswaal, J. (2003) Handboek groepsdynamica Een inleiding op theorie en praktijk Soest: Nelissen. Teaching Development Unit. (2012) Assessment matters: Self assessment and peer assessment Hamilton: University of Waikato. van Oudenhoven, J.P, & Giebels, E (2010) Groepen aan het werk Groningen: Noordhoff Uitgevers. 23 10. Appendix The Faculty of Engineering Science created an evaluation sheet to

assess the various aspects of a Master’s thesis. It can already be used during the academic year to give feedback on the diverse criteria. Furthermore, you can find two feedback sheets, both for written and oral communication. As a TA, you can use them for giving feedback about technical reporting. These sheets are part of a specific learning path that has been established by the Faculty and are used in the courses Problem Solving & Design (P&O), but they can also be utilized in other courses or for guiding a Master’s thesis. A specific website about technical reporting across the engineering curriculum has been set up and provides guidelines for written and oral reporting (see https://eng.kuleuvenbe/english/education/reporting/) 10.1 Evaluation sheet 10.2 Feedback sheet: written communication 10.3 Feedback sheet: oral communication 24 Master’s Thesis – evaluation sheet Name student: Title Master’s Thesis: Supervisor: Midterm presentation / Final presentation 1

Insufficient Poor Global evaluation OK Good Very good Excellent 1 Reseach aspect 1.1 Content, ie Problem statement Review of literature Approach and methodology Interpretation of the results obtained Conclusions 2 1.2 Final report ie Accuracy Intelligibility Depth Writing style Language Lay-out Tables and figures References 3 1.3 Presentation ie Problem statement Slideshow Explanation Language Time management And the defence i.e Answers to the questions Resiliance Clarification 2 If appropriate: paper,poster 3 Method i.e involvability 1 delete as appropriate More details on the criteria can be found in the feedback sheet used in P&O1 (http://eng.kuleuvenbe/english/education/reporting/feedback-sheetwritten-communication-2pdf) 3 More details on the criteria can be found in the feedback sheet used in P&O1 (http://eng.kuleuvenbe/english/education/reporting/feedback-sheet-oralcommunication-2pdf) 2 25 Planning Autonomy Intermediate report 4 Team work Remarks:

Supervisor/mentor/assessor/other 5 Evaluation by: Date: Global result: / 20 Comparison to the scale of evaluation used in the faculty of engineering 18-20 16-17.9 14-15.9 12-13.9 10.1-119 10 6.1-99 <=6 4 5 Excellent work in every aspect Very good and original work; the student masters the matter and has vindicated a critical attitude Good work, good comprehension, moderately original contribution; the student has proven to master the matter Limited original contribution. Good results, but minor errors throughout the work delivered Very limited contribution of the student; some of the results obtained are questionable; minor errors in the work delivered Minimally acceptable Inferior work, does not respond to the minimum requirements of a Master’s Thesis; no ownership taken by the student; serious shortcomings or errors Absolutely unacceptable if appropriate delete as appropriate 26 Excellent Very good Good Ok Poor Insufficient Team number: Rater’s

initials: Subject: Team number: Rater’s initials: Subject: Content [Criterion] Content [Criterion] [Criterion] [Criterion] Title Abstract Title Table of Abstract contents Table of contents Introduction Introduction Project description/ Methods Project description/ 2 Results Methods Results2 Discussion Discussion Conclusion Conclusion References Appendices References Appendices 1 2 1 2 FEEDBACK SHEET WRITTEN COMMUNICATION . Course: . . Date: COMMUNICATION . FEEDBACK SHEET WRITTEN . Final grade: . . Course: . Date: .  Grade1 CONTENT CRITERIA . Final grade: Content of CRITERIA the report CONTENT Inh The content of the report is correct, objective, logically organized and the text Content of the report shows no contradictions. [To be complemented by the teachingobjective, staff] logically organized and the text Inh The content of the report is correct, shows no contradictions. [To by the the teaching teaching staff] staff] [To be be complemented complemented by Structure and

organization [To be complemented by the teaching staff] Ti The title is specific and clearly indicates the contents of the report. Structure and organization A The abstract is a brief summary of the main conclusions of the report. Ti The title is specific and clearly indicates the contents of the report. It1 The table of contents gives an overview of the subject matter and the A The abstract a brief summary of the main conclusions of the report. structure of theis report. It2 The table of contents corresponds to the matter headings the text. It1 The table of contents contains gives an and overview of the subject andinthe of thefigures, report. graphs, symbols, formulas and abbreviations are It3 structure Lists of tables, It2 provided. The table of contents contains and corresponds to the headings in the text. I1 The situates the problem assignment, with referenceare to It3 Listsintroduction of tables, figures, graphs, symbols,orformulas and abbreviations existing provided.literature

and links with previous work I2 describesthetheproblem methodology as well aswith thereference aim of thetoproject I1 The The introduction introduction situates or assignment, and highlights theand mainlinks conclusions and contributions. existing literature with previous work. keythe concepts and explains concepts if project I3 I2 The The introduction introduction defines describes methodology as well new as the aim of the appropriate. and highlights the main conclusions and contributions. I4 The theconcepts outline ofand theexplains report, with reference to The introduction introduction indicates defines key newexplicit concepts if I3 the different chapters and/or sections. appropriate. Me1 section starts with a description of the project (elaboration), I4 The The method introduction indicates the outline of the report, with explicit referencewhile to explaining key working applied. the differentthechapters and/orprinciple sections. Me2 the methodology used and makes objective Me1

The The method method section section elaborates starts with aondescription of the project (elaboration), while arguments to justify the approach taken. explaining the key working principle applied. and analyses are reported systematically. results sectionobjective focuses Re1 Me2 Results The method section elaborates on the methodologyThe used and makes on key results and interpretations. arguments to justify the approach taken. andanalyses interpretations of datasystematically. are correct andThe complete. Limitations and Re2 Results and are reported results section focuses Re1 Analyses implications forand the interpretations. interpretation of results are acknowledged. on key results line ofand reasoning is clearofand are justified. Re3 Analyses interpretations datawell-supported, are correct andassumptions complete. Limitations and Re2 The implications for the interpretation of results are acknowledged. discussion section main points which are discussed in relation Di1 The The line

of reasoning is focuses clear andonwell-supported, assumptions are justified. Re3 to the problem statement. interprets main findings. Argumentation Di2 The discussion discussion section section analyzes focuses onand main points which are discussed in relation Di1 The and are consistent and alternative explanations are eliminated. to theconclusions problem statement. The concluding section summarizes the general conclusions and contributions B1 The discussion section analyzes and interprets main findings. Argumentation Di2 and an answer to the problem statement. and provides conclusions are consistent and alternative explanations are eliminated. with recommendations for improvement and/or B2 The concluding concluding section section ends summarizes the general conclusions and contributions B1 The suggestions and providesfor anfurther answerresearch. to the problem statement. See ‘Presentationsection and design’ The concluding ends with recommendations for improvement and/or

B2section suggestions for furtherimportant research.but not essential information, such as long Bij1 Appendices convey See section ‘Presentation proofs, calculationsand anddesign’ extensive experimental results. Bij2 numbered, captioned and eachinformation, is referred tosuch fromasthe text. Bij1 Appendices Appendices are convey important but not essential long proofs, calculations and extensive experimental results. Bij2 Appendices are numbered, captioned and each is referred to from the text. 0= very inadequate, 1= inadequate, 2= adequate 3= good, 4= very good. If the written report is a project report, results of several smaller studies can be discussed together. 0= very inadequate, 1= inadequate, 2= adequate 3= good, 4= very good. If the written report is a project report, results of several smaller studies can be discussed together. 27 Grade1  0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 0 1 1 2 2 3 3 4 4 0 0 1 1 2 2 3 3 4 4 0 1 2 3 4 0 1 2 3 4 0

1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 FORMAL CRITERIA Grade  Writing Writing style T1 A scientific paper is a formal text written in an impersonal, objective, neutral and professional way. T2 The writing is concise with specific wordings and formulations. T3 The writing is clear and leads to a deeper understanding of the subject. 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 T4 The writing supports the message. Written language Z The text is concise and consists of correct, simple and compound sentences. D2 Throughout the text, long sentences are split up to improve readability. Sp The text is written with correct grammar, spelling and punctuation. W The text uses active verb forms and impersonal constructions in the Simple Present. Tel All cardinal and ordinal numbers up to twelve are written in full, except for exact

numbers. Presentation and design Structure Tables, figures and graphs D The text has a logical structure and organization. There are smooth transitions and the different parts of the text are evenly distributed. L The report is carefully formatted, without bullet points and the page lay-out is consistent and easy to read. Sh1 The text consists of different sections of equal length. There is cohesion within sections and there are smooth transitions between paragraphs. Sh2 Sentences within paragraphs connect through signal phrases, connecting phrases as well as reference words and are presented as a whole. F1 Only main and significant results are displayed in tables, figures or graphs. F2 Tables, figures and graphs are numbered and captioned. References are cited if applicable. F3 Every table, figure and graph included in the report must be referred to from the text. The text highlights and interprets key results shown in the table, figure or graph. G In every graph, axes are labeled

and units and parameters are shown. Symbols, formulas and equations S1 Symbols are defined on first use and units of parameters are added. Symbols are written in italic font. S2 Throughout the text there is a consistent use of standard symbols and notations. V1 Formulas and equations are cited in the text by means of an equation editor. References R1 References are cited or identified in the text and all references in the text are included in the reference list. R2 Citations are complete and sources are fully identified. 0 1 2 3 4 R3 Referencing systems are consistent for in-text citations as well as for the reference list. O The text fits within the given editorial constraints. 0 1 2 3 4 V2 Long formulas and equations are placed on a separate line. Length General feedback or remarks 28 number: Source:Team https://doksi.net Knowledge Added value The hasthesubstantive topic. Thepresenter content of presentationknowledge meets the about goals the of the assignment.

Added value Opening Assignment goals Introduction The of the presentation hascaptures a clear added value. attention Thecontent opening of the presentation the audience’s Opening Structure and goal The of the presentation captures audience’sare attention. Theopening overall structure and purpose of thethe presentation made clear. Introduction Message The situates the topic of the presentation. Thepresenter presenterintroduces developsand a clear, coherent and compelling core message. Structure and goal Organization The structure and purpose of the presentation are made clear. Theoverall presentation is logically organized and easily followed by the audience. Message Tables and figures The presenter develops a clear,and coherent and compelling corethe message. Tables, figures and graphs other visual aids enhance presentation. Organization Conclusion The is logically followed by theclosure. audience. Thepresentation presenter restates theorganized main pointsand andeasily

provides adequate Tables and figures Response Conclusion Clarification Tables, figures and graphshandles and other aids enhance presentation. The presenter adequately andvisual responds to toughthe questions. Response The presenterFORMAL adequately handles and responds to tough questions. CRITERIA Clarification The presenter effectively responds when asked for clarification. Verbal communication FORMAL CRITERIA The presenter speaks in a relaxed manner with a varied pace. Q&A Q&A Voice Pace Volume Articulation Language use Intonation Filler words The speaks withcare proper articulation and Thepresenter language is taken of and appropriate to pronunciation. the topic and audience. Language use Adaptation The is taken care of and appropriate to the topic and audience. Thelanguage presentation is adapted to and suits the audience. Filler words The presenter uses rathercommunication formal language with few verbal fillers. Non-verbal Adaptation Space The is adapted

to and theroom. audience. Thepresentation presenter makes effective usesuits of the Delivery Language Voice Language The audible with with appropriate volume. Thepresenter presenterspeaks speaksin ina clear, a lively, naturalvoice manner proper intonation. The effective use ofpresentation the room. and shows enthusiasm Thepresenter presentermakes delivers a dynamic Body language Interaction Physical gestures, stancedirectly and facial expressions support the message. The presenter speaks to, involves and interacts with the audience. Enthusiasm Eye contact The dynamiceye presentation andmembers shows enthusiasm. Thepresenter presenterdelivers makesafrequent contact with of the audience. Interaction Equipment Eye contact Readability The directly to, involves andresponds interactstowith the audience. Thepresenter presenterspeaks can easily handle media and unexpected events. Equipment Functionality The presenter can easilyand handle mediatheand responds to unexpected events.

Slides are functional enhance presentation. Media Time Time 2 2 3 3 4 4 1 1 0 0 2 2 1 3 3 2 4 3 Grade 2 3 1 4 4 4 Grade 0 0 1 1 0 0 2 2 1 1 3 3 2 2 4 4 3 3 4 4 communication Physical Non-verbal gestures, stance and facial expressions support the message. Space Enthusiasm 0 0 The presenter makes frequent eye contact audience. Slides are readable and the amount of textwith on members the slides of is the limited. Readability Time frame Slides are readablefits andwithin the amount of time text on the slides is limited. The presentation the given frame. Functionality Participation Slides are functional and enhanceequally the presentation. All team members participated or as assigned by the instructor. All team members participated equally or as assigned by the instructor. General feedback or remarks 1 1 0 The in a lively, natural manner Thepresenter presenterspeaks uses rather formal language withwith fewproper verbal intonation. fillers. The

presentation fits within the given time frame. Time framefeedback or remarks General 1 1 0 Verbalspeaks communication The presenter in a clear, audible voice with appropriate volume. Volume Intonation Participation 0 The the main points and asked provides closure. Thepresenter presenterrestates effectively responds when for adequate clarification. The a relaxed with aand varied pace. Thepresenter presenterspeaks speaksinwith propermanner articulation pronunciation. Body language 0 The of the presentation thethe goals Thecontent presenter introduces and meets situates topicofofthe theassignment. presentation. Pace Articulation Media Delivery Content presentation The content of of thethe presentation has a clear added value. Knowledge Assignment goals Structure Structure Content Content Rater’s initials: Subject: Team number: Rater’s initials: Subject: FEEDBACK SHEET ORAL COMMUNICATION . Course: . . Date: . FEEDBACK SHEET ORAL COMMUNICATION . Final grade: .

Course: . . Date: .  CONTENT CRITERIA Grade1 . Final grade: Content of the presentation  CONTENT CRITERIA Grade1 The presenter has substantive knowledge about the topic. 0= very inadequate, 1= inadequate, 2= adequate, 3= good, 4= very good. 29 good. 0= very inadequate, 1= inadequate, 2= adequate, 3= good, 4= very 1 1 0 0 0 0 2 2 1 1 1 1 3 3 2 2 2 2 4 4 3 3 3 3 4 4 4 4 FACULTY OF ENGINEERING SCIENCE Kasteelpark Arenberg 1 box 2200 3001 HEVERLEE, België tel. + 32 16 32 13 50 info@eng.kuleuvenbe www.engkuleuvenbe Authors Marjolijn Burman Elsje Londers Inge Van Hemelrijck