4. Staff initial feedback Not intuitive Insufficient words Frustrating Needs to be subject specific Want to see all levels simultaneously
5. Valuable to first year UGs Particularly useful for international Masters’ students Should be a resource available via the VLE Show all levels with credit framework selection Students’ initial feedback
7. Task 2 – Describability Focus on students Academic staff Support staff from Learning Resources, Professional Academic Development, Employability & Careers
8. WORDS Easy to use useful Not intuitive good Very valuable I need this NOW Describawhat? Is that really a word? confusing Helps identify skills Plagiarism tool
9. We need more help to understand assessment requirements Why didn’t someone tell me evaluate isn’t the same at all levels ? Ignorance is a bar to a good student experience
10. International students would find this immensely useful – it was good before but it’s even better now. This should be made available to everyone. Tools to help students help themselves are essential
11. Students Please put it on the VLE but can you put your explanation of how to use it on video alongside otherwise I’ll never understand… Can it be an app? Are you sure it isn’t just a dictionary? This is so valuable to translate what I’ve done on my course for an employer Prompting me to evidence things is so good How on earth does this work? Why didn’t we have this available to us from the first year?
12. Yes it’s good but the screen isn’t intuitive and gives no help on using it Mapping against levels is good Mapping against frameworks is good No explanation on limiters you can apply – what’s the difference between ‘core’ and ‘non core’ Could we link similar words and functions together? Vocabulary – support staff
13. I want to describe Turn off primary school design Couldn’t get it to work as I assumed it should Is there a danger of cut and paste rather than delivering critical reflection and analysis? ‘write it in your own terms box’ – in my experience a lot of students will really struggle to paraphrase a single sentence definition and end up plagiarising or losing the meaning ‘now how can you prove this’ – how do I know what I’ve typed is valid?
14. Skills Questionnaire Don’t agree with some of the words that come up - ‘knowledge’ or ‘apply’ or ‘use’ could relate to most statements depending on context. How have they been categorised? Seems unfinished with potential ‘I can work well in a team’ – only seemed to recognise ‘work’ Has real merit for Graduate Impact Statements/ HEAR Most valuable to students
15. Writing a course Very easy to use Looked great Similar to vocabulary section but much better format
16. Requirements for success Increased content Clear and unambiguous user guides – video and/or written One area for staff and one for students Improved graphics – dispose of the 1950s
17. Outcome The evaluation indicates the CogenT toolkit has the capacity to enhance student academic experience in three ways: As a student tool to aid assessment completion As a tool to empower students to articulate their gained skills/capabilities for employers, future academic careers and for themselves By improving course development
