SCHOOL OF PSYCHOLOGY

Module Title: Developing as a

Researcher Part 1
Module Code: GC7416

Level 7

Term 3

Academic Year 2019/2020

Module Leader: Jérémy Lemoine

Email: [email protected]
Tel: 020 8223 6675
Room Number: AE.1.61
Updated October 2019 1
 GC7416 Developing as a Researcher Part 1

MODULE GUIDE

Term 3 May 2020 – August 2020

Module Leader Other Tutors

Name Jérémy Lemoine Mark Holloway
Email: [email protected] [email protected]
Room: AE.1.61 Milda Perminiene
Student Hours: 020 8223 6675 [email protected]
Sonya Dineva
[email protected]
Jeff Salter
[email protected]
The Module Leader/Other Tutors and Contact Details were correct at
point of publication. You will be notified of any changes.

TIMETABLED TEACHING
DAYS and DATES ACTIVITY TIMES
05/10/2020 Research orientation day 10 – 17.30
9/05/2020 Bridging session 1 10 – 14.00
27/06/2020 Bridging session 2 TBC
HOW TO ACCESS YOUR TIMETABLE
To access your personal timetable log into the intranet and click on the
timetable box and save to your favourite browser, or use the intranet link (UEL
ID required to login)
https://uelac.sharepoint.com/students/Pages/Timetable-and-
Attendance.aspx
All room numbers on our campuses follow the same pattern – the initial of the
building, followed by the floor number and finally the room number e.g. DL.4.01
is room 1 on the 4th floor of the Docklands Library building. Campus maps can
be found on https://www.uel.ac.uk/About/Finding-us
Initials Building name Campus

AE Arthur Edwards Stratford

AVA AVA Building Docklands
DL Docklands Library Docklands
CC Conference and Computer Centre Stratford
EB East Building Docklands
ED School of Cass Education and Communities Stratford
ITC IT clusters - Library Docklands
KD Knowledge Dock Docklands
LT Lecture Theatre Stratford
MLT Main Lecture Theatre Docklands
SD Sports Dock Docklands
UH University House Stratford

Updated October 2019 2

 US University Square Stratford University Square
Stratford
WB West Building Docklands

INTRODUCTION TO THE MODULE

This guide will provide you with the key information on the module, its content
and assessment. You will also find a marking framework that will help you to
develop your literature review.

This module has to be understood as a toolbox of resources towards the

development of a research project. There are pre-recorded lectures and
tutorials available on Moodle
(https://moodle.uel.ac.uk/course/view.php?id=30778) that will help you to
conduct and disseminate your research project. The lectures and tutorials will
cover what you need to start thinking about your own research including the
main approaches to research (e.g., qualitative, quantitative and mixed
methods), how to develop research questions, how to create an ethical project
and how to disseminate your findings.

The assessment is not a test or an exam. We do not expect you to become an

expert in all research methodologies presented in this module. However, we
expect you to choose a topic, select a methodology and propose a research
project. We also expect you to master the chosen methodology and to conduct
a research project.

MODULE AIMS
- Discovering research methods in applied psychology
- Reviewing previous literature with a critical eye
- Developing research questions
- Choosing a methodology: quantitative or qualitative or a mixed methods
design?
- Considering ethical implications
- Writing a literature review
- Presenting your research proposal

Updated October 2019 3

MODULE LEARNING OUTCOMES
Knowledge
1. Develop your knowledge in occupational and business psychology by
undertaking a critical review of literature.

2. Demonstrate an understanding of the main quantitative and qualitative data

collection and analysis methods

Thinking skills
3. Demonstrate the ability to conceptualise, develop and articulate a clear
rationale explaining the need for the chosen research.

Subject-based practical skills

4. Demonstrate the ability to produce research questions and/or hypotheses.

Skills for life and work (general skills)

5. Demonstrate written communication skills appropriate for a literature review
appropriate for a professional readership.

6. Demonstrate competence in presenting and discussing research findings.

PROJECT MODULES
During the research orientation day, you will receive guidance on how to
develop your research project.
You will all be assigned a supervisor who will also supervise your research
project. The allocation of supervisors will be done based on your research
project a few weeks after the beginning of your programme.
All students can expect 16 hours of supervision over the course of their
research project. Supervision may take the form of face-to-face contact, Skype,
Facetime, telephone or email discussion, or a review of a submitted draft etc. It
is advisable that students and supervisors discuss the preferred supervisory
style at the start. How supervision hours are distributed across teaching weeks
will depend on the nature of the student's investigation.

READING AND RESOURCES LIST

Core
Howitt, D., & Duncan, C. (2017). Research methods in psychology. Harlow:
Pearson.

Recommended
Breakwell, G. M. (2012). Research Methods in Psychology. London: SAGE.
Dancey, C. P., & Reidy, J. (2017). Statistics without maths for psychology (7th
ed.). London: Prentice Hill.
Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory:
Strategies for qualitative research. Routledge.
Smith, J. A. Flowers, P., & Larkin, M. (2009). Interpretative phenomenological
analysis: Theory, method and research. Routledge.
Wentz, E. A. (2013). How to Design, Write, and Present a Successful
Dissertation Proposal. London: SAGE.

To complete this module, you will need:

• Core reading material will be uploaded/ identified on the Moodle site
under specific sessions

Updated October 2019 4

 • This module handbook (updated version always available on the Moodle
space).
• Access to a PC or Mac with Microsoft Office software or equivalent.
• Reliable Internet access. You will need to make regular use of our
'virtual learning environment' UEL Moodle (see below), online journal
databases, and other web sites which will be helpful in researching
particular aspects of the module. Broadband access is highly
recommended.

All registered students and members of staff have a desktop login that can be
used to access the Intranet, webmail and all library e-resources.
To login to electronic resources using Single Sign-on as a student, use your
student email address, for example, [email protected] and your
standard UEL password.
Below is an example of logging in to an electronic resource using single sign-
on:
In the tab: Find your organisation –type east London- select University of East
London

A box will pop up – select University of East London

Now enter your UEL email address and password ([email protected]/

[email protected]).
There are a number of hints and tips on this blog which you may find useful
here: https://uellibrarypsyc.wordpress.com/literature-searching/
If you require any further assistance, please submit your query via the Ask A
Librarian service using “Email a librarian”:
https://www.uel.ac.uk/lls/support/askalibrarian/

Updated October 2019 5

ASSESSMENT
The assessment of the course includes a 15-min oral presentation (30%) and a
literature review (70%).

Literature review Oral presentation Literature review Oral presentation

resit resit
19/06/2020 at 12 pm 27/06/2020 23/10/2020 at 12 pm 31/10/2020

15-min oral presentation (including 3-min of questions)

You will need to present your research project. This presentation will be
comprised of
- the theoretical background that you used to create your research project
- your aim(s) and hypotheses
- your methodology (including target participants, materials, procedure
and planned data analyses)
- your results or expected results
- the implication(s) of your research

The oral presentation will assess the following learning outcomes

- Demonstrate the ability to conceptualise, develop and articulate a clear
rationale explaining the need for the chosen research.
- Demonstrate the ability to produce research questions and/or
hypotheses.
- Demonstrate competence in presenting and discussing research
findings.

Literature review
You will need to write a literature review about your research project. The
number of words can vary between 1500 and 5000 (including everything
except the reference list and the appendix). This gives you a lot of leeway as
the number of words will vary greatly from one project to another, based on the
complexity of the project and the theoretical background on the topic. Sections
of your literature review can be reused for the introduction of your dissertation.
The literature review will be comprised of
- the title of your research project
- an abstract and keywords
- a detailed introduction of the theoretical background used to create your
research project
- your aim(s) and hypotheses
- Your reference list

The literature review needs to be submitted electronically via Turnitin in

Moodle. Note that your work will be marked in the weeks following submission,
but that results cannot be released until after the relevant University boards
have met.

The literature review will assess the following learning outcomes

- Develop your knowledge in occupational and business psychology by
undertaking a critical review of literature
- Demonstrate an understanding of the main quantitative and/or
qualitative data collection and analysis methods
- Demonstrate written communication skills appropriate for a literature
review and appropriate for a professional readership

Updated October 2019 6

 Drafts
All students will be able to submit a draft of their literature review. The
recommended date for submitting a draft will be determined by your
supervisor. Therefore, coordinate your activities with your supervisor regarding
the appropriate final date for draft submission.

Deadline
We strongly suggest that you try to submit all coursework by the deadline set
as meeting deadlines is expected in employment. However, in our regulations,
UEL has permitted students to be able to submit their coursework up to 24
hours after the deadline. Coursework which is submitted late, but within 24
hours of the deadline, will be assessed but subject to a fixed penalty (5%
deduction).

The impact of the fixed penalty on your result will depend what level of study
you are in and when you began your course at UEL. For full details see Part 3,
Manual of General Regulations at https://www.uel.ac.uk/about/about-
uel/governance/policies-regulations-corporate-documents/student-
policies/manual-of-general-regulations.

Please note that if you submit twice, once before the deadline and once during
the 24 hour late period, then the second submission will be marked and the
fixed penalty applied.

This rule only applies to coursework. It does not apply to examinations,

presentations, performances, practical assessments or viva voce
examinations. If you miss these for a genuine reason, then you will need to
apply for extenuating circumstances, or accept that you will receive a zero
mark.

Content and structure of a literature review

The first page should include your title, name, student number, the module
code, the date of submission and the name of your supervisor.
The second page should include the abstract and keywords.
The theoretical background will start on the third page.
The reference list should start on a new page.
Each appendix should start on a new page.

Title
A good title is short (no more than 12 words), informative and contains the
major key words. The title should not contain abbreviations.
You should also include a short running title of less than 40 characters.

Abstract (max 150 words)

This is a short summary of your literature review. Aim for clarity and brevity. It
should include the main aim(s) and hypotheses of your research project.

Keywords
Include a list of 4 to 6 keywords.

Updated October 2019 7

Theoretical background
The theoretical background of your literature review should address the
theories and concepts that would be used to create your objective(s) and
hypotheses. It should present the main current theory/theories in the field,
describe it/them in detail and support it/them with empirical evidences.
Regarding the topic in question, explain the current situation and briefly
discuss any contentious issues surrounding this topic. Provide a rationale for
the proposed research and point to seminal work and identify gaps in the
literature – what is original about your research project?
All the included information should be directly related to your study. All
reference to theory and research should justify some aspect of your
aims/hypotheses. Apply this test: after every paragraph/section ask yourself
“How is this related to my study? What predictions would this lead to?” If you
can’t answer these questions, the material may be irrelevant.
This section should employ a critical analytical approach with an understanding
of sources of error and differences of opinion. It should not simply describe
past work.

Finish your theoretical background with a subsection entitled “Aims and

hypotheses” (singular or plural) or just “Aims” if you do not have specific
hypotheses.
This subsection should comprise a quick summary of the theoretical
background and the rationale for conducting this study. This subsection should
also comprise the specific research questions or hypotheses of your research
project.

References
Please use the current APA system of referencing. Ensure that you reference
correctly in the text as well as providing a full reference list / bibliography. This
website provides a guide to presenting and referencing your work in line with
the last edition of the APA's Publication Manual.
https://www.citethemrightonline.com/

As a student, you will be taught how to write correctly referenced essays

using UEL's standard Harvard referencing system from Cite Them Right. Cite
Them Right is the standard Harvard referencing style at UEL for all Schools
apart from the School of Psychology which uses the APA system.

The electronic version of Cite Them Right: The Essential Referencing Guide
(11th edition), can be accessed whilst on or off campus via UEL the link below
and will teach you all you need to know about Harvard referencing, plagiarism
and collusion. The book can only be read online and no part of it can be printed
nor downloaded.
Further information is available at:

Cite Them Right:

https://www.citethemrightonline.com/

If you are accessing off campus:

• Click Login
• Select University of East London from the list of institutions
• Click Log In at University of East London

Updated October 2019 8

 • Enter your UEL email address and password

Harvard referencing:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Harvard-
Referencing-.aspx
Academic Integrity:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Academ
ic-integrity.aspx

Appendix (optional)
These should be ordered and numbered according to the presentation in the
literature review. You can include any document, table, figure and any
additional information that are not central but could be beneficial to support
your literature review.

Updated October 2019 9

 Marking Framework
Fail (below 50%) Pass (50-59%) Merit (60-69%) Distinction (70% +)
Title, abstract, The title, keywords and/or The abstract contains the key The abstract is concise and The title is informative, clear and
keywords (10 marks) abstract is(are) missing or parts of the paper along with provides a clear summary of the concise. The abstract is well written and
incomplete. keywords. paper with appropriate keywords. engages the reader and provides a clear
summary of the paper with appropriate
keywords.
Literature appraisal No or very little evidence of Some evidence of critical Evidence of critical appraisal of Outstanding evidence of appraisal and
(35 marks) critical evaluation of papers appraisal or partial critical most or all papers cited. evaluation of most or all papers cited,
cited. appraisal. clear critical thinking.
Structure and No or little evidence of There is a clear organisation to The paper is well organised, The paper is well organised, developing
development of organisation, no logical the paper but may not always be developing an argument and a clear argument and rooting this in
argument development. logical or flowing. rooting this in evidence. evidence, shows balance, breadth and
(20 marks) consideration for reader.
Aims and Aims and/or hypotheses Aim and hypothesis are presented Present a short summary of the Present a short summary of the
hypotheses are missing or incomplete. clearly but there is a lack of literature introducing the aims and literature, highlighting the main findings
(15 marks) connection with the theoretical hypotheses clearly. which justify the research study and
background. introduce the aims and hypotheses
clearly.
References The reference section is The reference section is accurate. The reference section is accurate The reference section covers all the
(5 marks) inaccurate. and complete. It is presented in line important academic texts and is
with the APA guidelines. complete and fully accurate. It is
presented in line with the APA
guidelines.
Grammar & spelling Poor, grammar sometimes Generally good, a few errors, Clear, some grammatical or Excellent, few or consistent grammatical
(10 marks) makes meaning difficult to inconsistent spellings. spelling errors. or spelling mistakes.
interpret, Inconsistent
Formatting spelling or grammar.
Little or no evidence of Generally, meets the APA Meets the APA guidelines but Meets APA guidelines with very few
(5 marks) having considered the guidelines, some errors contains a few addressable errors. errors.
formatting criteria. throughout. An obvious attempt to
strive for the formatting
guidelines.

Updated October 2019 10

 Submitting assessments using Turnitin
Notice is hereby given that all submissions for component Literature review of
this Module must be submitted to Turnitin. If you fail to submit component
Literature review, to Turnitin, in accordance with the guidance provided on the
Virtual Learning Environment (Moodle), a mark of 0 will be awarded for the
component.

Turnitin is required for coursework assessments, such as report/research

papers or projects in Microsoft Word, PowerPoint, and in PDF format. There
are two main reasons we want you to use Turnitin:
- Turnitin can help you avoid academic breaches and plagiarism. When
you use Turnitin before a submission deadline, you can use the
Originality Report feature to compare your work to thousands of other
sources (like websites, Wikipedia, and even other student papers).
Anything in your work that identically matches another source is
highlighted for you to see. When you use this feature before the
deadline, you will have time to revise your work to avoid an instance of
academic breach/plagiarism.
- Turnitin saves paper. When using Turnitin to electronically submit your
work, you will almost never have to submit a paper copy.

Late submissions using Turnitin

UEL has permitted students to be able to submit their coursework up to 24
hours after the deadline. Assessments that are submitted up to 24 hours late
are still marked, but with a deduction in marks (5% deduction). However, you
have to be very careful when you are submitting your assessment. If you
submit your work twice, once using the original deadline link and then again
using the late submission link on Turnitin, your assignment will be graded as
late.

Turnitin system failure

Best advice: Don’t wait until the last minute to submit your assessments
electronically. If you experience a problem submitting your work with Turnitin,
you should notify your lecturer/tutor by email immediately. However, deadlines
are not extended unless there is a significant systems problem with Turnitin.
UEL has specific plans in place to address these issues. If UEL finds that the
issue with the system was significant, you will receive an email notifying
you of the issue and that you have been given a 24-hour extension. If you
don’t receive any email that specifically states you have been given an
extension, then the original deadline has not been changed.

Return of work and feedback

Once the marks will be approved by the University boards, they will be realised
along with feedback available on Turnitin.

Updated October 2019 11

UNDERSTANDING PLAGIARISM
How is plagiarism determined
• The essence of plagiarism is attempting to pass another person’s words
as your own.
• Plagiarism does not only refer to the misuse of other people’s work –
there can also be self- plagiarism (submitting the same writing for more
than one assignment).
• Judgement of plagiarism are not an necessarily an accusation of
cheating or dishonesty (e.g. will still be labelled plagiarism whether done
intentionally or unintentionally)
• When you upload an assignment to Turnitin, the originality report
identifies segments of text that are identical to other sources (e.g.
journal articles, magazines, websites, blogs, books, other student
submissions and students own submissions).
• When your marker reviews your assignment, they base any judgement
of plagiarism entirely on these identified segments of text.
• As such, judgements of plagiarism have nothing to do with the
percentage on Turnitin (either the total originality score or the matched
sources)
• The reviewer isolates each offending text and casts a human eye to use
their academic judgement

How to avoid plagiarism

• DO NOT use the percentage on Turnitin to judge whether or not there is
a potential issue with plagiarism
• To judge whether there is a potential issue with plagiarism look for when
you see 5 or more words in a row highlighted on the Turnitin report
• This indicates that it is plagiarism UNLESS:
– The segment of text is correctly cited [e.g. quotation marks and
page number(s)]
– The segment of text is arguably a common phrase (e.g. The
broaden and build theory of positive emotions is….)
– The segment of text is a reference- either in text or in the
reference list
– The segment of text is a common source document (e.g. scales,
ethics forms) and the document as a whole has been inserted
into the appendices
• In sum, it is always best to paraphrase and use your own words, whilst
still giving credit to the reference for their ideas

An example of how to reference

Original text from existing source:
Positive psychology is an umbrella term for the study of positive emotions,
positive character traits, and enabling institutions

From reference…

Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive
psychology progress: empirical validation of interventions. American
Psychologist, 60(5), 410.

Correct referencing (in your work)

Updated October 2019 12

Positive psychology is ‘an umbrella term for the study of positive emotions,
positive character traits and enabling institutions’ (Seligman et al., 2005, p.
410).

An example of how NOT to reference

Original text
Positive psychology is an umbrella term for the study of positive emotions,
positive character traits, and enabling institutions.

Types of incorrect referencing

Positive psychology is an umbrella term for the study of positive emotions,
positive character traits, and enabling institutions.
- This is the worst offender. This is blatant plagiarism as it has taken word
for word from a direct source. From the Turnitin report, this will be
highlighted and should be addressed.

Positive psychology is an umbrella term for the study of positive emotions,

positive character traits, and enabling institutions (Seligman et al., 2005).
- This is still considered plagiarism as you are still passing another
person’s words off as your own. Even though you have put in a
reference at the end, it has still not been properly cited (e.g. quotation
marks + page number)

Positive psychology is a general term for the inquiry of positive emotions,

positive character traits, and enabling institutions.
- This is still plagiarism as you cannot simply take a chunk of text and
insert/alter one or two words.

STUDENT FEEDBACK
UEL values student feedback and there are lots of channels for gathering your
views. Module evaluation is your opportunity to provide feedback on your
learning and teaching experience of studying on your modules. All
undergraduate and taught postgraduate students are provided with the
opportunity to contribute feedback on their experience for each module that
they study.

Updated October 2019 13

APPENDIX A: MODULE SPECIFICATION
Module Title: Module Code: GC7416 Module Leader:
Developing as a Researcher Jérémy Lemoine
Part 1 Level: 7

Credit: 30

ECTS credit: 15
Pre-requisite: None Pre-cursor: None

Co-requisite: None Excluded combinations: None Suitable for incoming study abroad? Yes

Location of delivery: UEL/Other

If ‘Other’ please insert location here: AKMI Metropolitan College Greece

Summary of module for applicants:

This module will introduce you to the intricacies of real-world research. You will develop skills in choosing the most
appropriate method to answer your research question and collecting both qualitative and quantitative data and
interpreting findings. You will gain the necessary skills to conceptualise and design an original piece of research relevant to
occupational and organisational psychology. At the end of the module you will be able to critically read research articles,
develop an analytical review of the literature and present your research proposal to an audience of experts in
occupational and business psychology.

Main topics of study:

- Discovering research methods in applied psychology

- Reviewing previous literature with a critical eye
- Developing research questions
- Choosing a methodology: quantitative or qualitative or a mixed methods design?
- Considering ethical implications
- Writing a literature review
- Presenting your research proposal

This module will be able to demonstrate at least one of the following examples/ exposures
(please tick one or more of the appropriate boxes, evidence will need to be provided later in this document)

Live, applied project ☒

Company/engagement visits ☐
Company/industry sector endorsement/badging/sponsorship/award ☐

Learning Outcomes for the module

Where a LO meets one of the UEL core competencies, please put a code next to the LO that links to the competence.

• · Digital Proficiency - Code = (DP)

• · Industry Connections - Code = (IC)
• · Emotional Intelligence Development - Code = (EID)
• · Social Intelligence Development - Code = (SID)
• · Physical Intelligence Development - Code = (PID)
• · Cultural Intelligence Development - Code = (CID)
• · Community Connections - Code = (CC)
• · UEL Give-Back - Code = (UGB)
• · Cognitive Intelligence - Code = (COI)

At the end of this module, you will be able to:

Knowledge
1. Develop your knowledge in occupational and business psychology by undertaking a critical review of literature. (EID,
SID, CID, COI)

2. Demonstrate an understanding of the main quantitative and qualitative data collection and analysis methods (EID, SID,
PID, CID, COI)

Updated October 2019 14

 Thinking skills
3. Demonstrate the ability to conceptualise, develop and articulate a clear rationale explaining the need for the chosen
research. (EID, SID, CID, COI)

Subject-based practical skills

4. Demonstrate the ability to produce research questions and/or hypotheses. (EID, SID, CID, COI)

Skills for life and work (general skills)

5. Demonstrate written communication skills appropriate for a literature review appropriate for a professional readership.
(EID, SID, CID)

6. Demonstrate competence in presenting and discussing research findings. (PID)

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

For on campus students:

Online lectures & tutorials available on the VLE

Students will have access to online materials (i.e., lectures and tutorials) to develop their methodological skills.

Seminars
Peer study group/action learning sets

Individual supervision
As research projects/investigations and types of analysis vary across discipline, the nature and time allocation of
supervision sessions will necessarily vary.

Supervision contact time allowances are stipulated below. How that supervision time is distributed across teaching weeks
will depend on the nature of the student’s project/investigation.

How supervision is delivered will also vary across teaching weeks, and according to a student’s personal preference.
Supervision may take the form of face-to-face contact, telephone or email discussion, or, review of a submitted draft etc.
In all cases, however, students can reasonably expect to be offered some face-to-face contact, even if they then prefer to
opt for telephone or email supervision. Transparency in the face-to-face offer both supervisor and student to work within
reasonable limits. Student preference, and supervisor response would normally be noted in the supervision record which
the student produces.

Assessment methods which enable students to demonstrate Weighting: Learning Outcomes

the learning outcomes for the module; please define as demonstrated:
necessary:

Component 2: Oral presentation (15 minutes) 30% 3,4,6

Component 2: Literature Review 70% 1, 2, 5

Reading and resources for the module:

Core

Howitt, D., & Duncan, C. (2017). Research methods in psychology. Harlow: Pearson.

Recommended

Breakwell, G. M. (2012). Research Methods in Psychology. London: SAGE.

Dancey, C. P., & Reidy, J. (2017). Statistics without maths for psychology (7th ed.). London: Prentice Hill.
Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
Smith, J. A. Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research.
Routledge.
Wentz, E. A. (2013). How to Design, Write, and Present a Successful Dissertation Proposal. London: SAGE.

Provide evidence of how this module will be able to demonstrate at least one of the following examples/ exposures

Updated October 2019 15

 Live, applied project

You will be asked to conceptualise a research project that will require you to investigate a topic in occupational and
business psychology and apply the knowledge you have learned to a real-world situation.

Indicative learning Activity

and teaching time
(10 hrs per credit):
1. Student/tutor Activity and hours (Defined as lectures, seminars, tutorials, project supervision, demonstrations,
interaction: practical classes and workshops, supervised time in studio/workshop, fieldwork, external visits,
work based learning (not placements), formative assessment) See further descriptions in guidance
30 http://www.uel.ac.uk/qa/Moduleindicativelearningandteachingtime.docx

30 hours to include:
• Online lectures
• Online tutorials
• Workshops
• Individual supervisions
• Online discussions
• Online support

2. Student learning Activity (e.g. seminar reading and preparation/assignment preparation/ background reading/ on-
time: line activities/group work/portfolio/diary preparation, unsupervised studio work etc):

270 270 hours to include:

• Literature searches
• Reading
• Planning research
• Writing an ethical application
• Delivering an oral presentation
• Reflecting on and assimilating feedback

Total hours (1 and

2):

300

Updated October 2019 16

APPENDIX B: ASSESSMENT FEEDBACK

FEEDBACK - This aims to answer a few questions you may have

about feedback.
1. What is FEEDBACK?
2. Why is FEEDBACK important to students?
3. What forms does FEEDBACK come in?
4. The FEEDBACK Loop

1. What is FEEDBACK?
Feedback is crucial for your learning and it is an important part of the
academic cycle. It tells you what the strengths are of your work, what its
weaknesses are and how it can be improved.

2. Why is FEEDBACK important to students?

Its purpose is to help you: understand how questions, essays or problems
should be answered. This will help you produce better work for the future.

It might suggest alternative sources of assistance such as support

available from the Centre for Student Success in order to help you produce
work which is better expressed or structured. It may also signpost you to
online resources which provide assistance in this area.

It might tell you that you need to change the content of your work e.g. in
law you do not provide sufficient cases or analysis. In all disciplines within
the School you might be told that you need to reference correctly, use more
source materials or ensure that you answer the question set.

If you pay attention to feedback, particularly where the same comment is

made in several modules you can use the information to improve.

3. What forms does FEEDBACK come in? 4. THE FEEDBACK LOOP

• When a tutor comments on your answers Feedback Feed forward
in seminars/lectures/workshops
• General comment on assesment
performance in lectures and seminars Preparation

• General comment on questions prepared

for seminars
• When another student makes comments
on your presentation
Reflection Assessment

• When you produce practice questions for

a tutor who gives comments
• When you receive written comments on
Feedback
your work submitted either as
coursework or exam
• When you look at general feedback on
Instead of thinking about
module performance on UEL Direct.
• When you see your Academic Adviser
FEEDBACK as the end of a
with all your assessment feedback for process, think of it as the start
general advice. You should always do this of another one.
after each assessment period.

Updated October 2019 17