For me, the leadership question is whether colleagues feel backed when they make a sound teaching decision that isn't immediately popular. I'd want us to distinguish a complaint about poor provision from discomfort with a worthwhile challenge, without dismissing either. #LTHEchat

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This is a lovely example, Sue. The important bit for me is that students get to do something with the feedback before the final judgement. We can talk a lot about learning from mistakes while designing assessments that give students no real chance to try again. #LTHEchat

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For my UG I was in the (unusual vs friends) dept where there was the full 0-100 in use, so we’d get 95, 100 etc on exams (math/physics). Was lucky when I started soc sci that they had a chat about grades, basically used 40-85, why and why they weren’t really % just labels. Avoided some issues.

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#LTHEchat I think there's something about how we induct students into what HE learning is like. Students can be happy but challenged, as long as they understand where the challenge is coming from, and feel supported in navigating it.

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