SWEETT Masters Thesis Boekje

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Starters Week of
Engineering and Education: S W E E T
Training for TAs
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 Guidance through time

3.1 Defining the subject............................................................................................................3
3.2 Getting started....................................................................................................................3
3.3 Process during the year......................................................................................................4
3.4 End phase...........................................................................................................................6
3.5 Evaluation............................................................................................................................6
3.6 Tips and tricks.....................................................................................................................7
4 Do’s and don’ts during supervising

4.1 How to give advice..............................................................................................................8
4.2 How to correct mistakes.....................................................................................................9
4.3 How to give feedback.........................................................................................................9
5 Communication within the didactic team

5.1 List with possible points of attention................................................................................10
5.2 Exercise.............................................................................................................................10
6 Student archetypes.........................................................................................................11
7 Feedback
7.1 What?................................................................................................................................14
7.2 Why?.................................................................................................................................16
7.3 Who?.................................................................................................................................16
7.4 How?.................................................................................................................................18
7.5 Tips and tricks...................................................................................................................19
8 Lexicon.............................................................................................................................20
9 Info
9.1 Contact..............................................................................................................................22
9.2 Acknowledgements...........................................................................................................22
9.3 References........................................................................................................................22
10 Appendix
10.1 Evaluation sheet................................................................................................................25
10.2 Feedback sheet: written communication..........................................................................27
10.3 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. 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.
2. 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.
3. 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.
4. 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.
5. The TA makes sure that every student receives sufficient feedback on a regular
basis in order to support the learning process.
6. The TA is in close contact with the promotor and the rest of the didactic team.
7. The TA strives to gain insight into his/her own teaching style through self-reflection.
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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.
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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. Defining the subject

2. Getting started
3. Progress during the year
4. End phase
5. 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:
• 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.
3.2 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.
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Some tips are:
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:
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.
If documents are handed in, read them before the meeting.
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Tips during a meeting:
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:
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.kuleuven.be/english/education/mastersthesis/guidelines-thesis.pdf.
Furthermore, the Faculty offers both a LaTeX and a MS Word template for the thesis
text, see: http://eng.kuleuven.be/english/education/mastersthesis/index.html.
Students can find a manual with guidelines for written and oral reporting at https://eng.
kuleuven.be/english/education/reporting/written-and-oral-reporting-manual-
firw.pdf. 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.
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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.kuleuven.be/
plagiarism. Moreover, students should know how to refer correctly. This is explained in the
written and oral reporting manual at https://eng.kuleuven.be/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).
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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 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.
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4 Do’s and don’ts during supervising
4.1 How to give advice
DO DON’T
Answer a question with another question Avoid offering direct answers
instead of directly giving the students the and instructions too frequently.
answer. If you withhold any ready-made Students may turn against you
answers from the students, you encourage and your advice or they may adopt
them to think autonomously. This will a dependent position and let
activate their knowledge from other courses themselves be led by your findings
and will further improve their reasoning skills. without thinking independently.
Explain why you give advice instead of If you guide several Master’s
giving direct answers. When students students, don’t treat them all
understand that they should be the the same way; keep in mind
responsible for the research, they will act that students differ (cf. student
more autonomously. archetypes).
If the student needs advice, provide several Don’t talk too much yourself, but
options to ensure that he/she can make a let the student speak. This way,
choice himself/herself. If you only give one you find out what kind of advice the
suggestion, emphasize that your advice student exactly needs.
is not the only possibility and that he/she Don’t assume that the student
should be able to reason why he/she made is highly motivated to work on a
a certain decision. thesis. When he/she isn’t making
As the thesis proceeds, progressively progress, check its motivation.
give more indirect advice instead of direct Don’t judge too quickly that
instructions. the student doesn’t understand
Ask the students questions about their something, but consider possible
learning methods: where would they search reasons for the student’s behavior.
for answers, how do they know if an article Maybe the preparation was
is suitable for their thesis, what could the inaccurate or he/she received
risks of a certain decision be, are there any wrong information.
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.
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4.2 How to correct mistakes
DO DON’T
Ask the student to explain how he/she Don’t assume that the students
came to a certain conclusion. have the same prior knowledge as
Ask additional questions. you do. Yet, start from their point
When the student is stuck, explicitly of view.
clarify the underlying reasoning process Avoid asking closed questions or
you use to solve a problem. Also explain questions with only one correct
the intermediate steps: although they answer.
might seem self-evident to you, they are Avoid ready-made solutions, but
often not that self-evident to students. try to divide the problem into partial
Show and explain the students how you problems and guide the students
gather and process information, and through the thinking process to
turn it into knowledge. Clearly state the eventually arrive at an answer.
various steps you take, explaining what Do not correct mistakes yourself,
and how you think, which steps you but stimulate the student to
(don’t) take and how you find an answer. formulate a solution himself.
Foster the student to search for
alternative solutions or explanation.
Refer to literature where students can
find solutions.
4.3 How to give feedback
DO DON’T
Focus on the students’ performance Do not only concentrate on negative
and learning rather than on the students aspects, but also emphasize positive
themselves and their characteristics. Thus, ones and give suggestions for
give feedback on something a student has improvement.
done, rather than on who he/she is. Do not wait too long. Feedback is
Start from your own point of view: “I best given as soon as possible after
saw that you gave orders and it gave a certain behavior, response, etc.
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 In chapter 7, we will offer you more
understood your comment. information about feedback.
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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.kuleuven.be/opleidingen/n/.
Task of the TA
1. hat is my task as a TA? What is expected of me as a TA?
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2. How often should I meet the Master student?
3. 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.
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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?
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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.
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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.
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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 goal-
oriented. 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:
Feedback should encourage learning, not measure failure.
Feedback should focus on improving
the next version,
not on evaluating the current one.
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.
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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.
PRO’s: The possibility to differentiate, clarify and allow students to respond.
Interaction between the supervisor and the student is possible. You can notice non-
verbal behavior from your students.
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.
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.
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.
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.
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.
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.
CON’s: It is hard to apply this kind of feedback to the individual student.
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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.
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 pre-
established 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:
Learn to identify possible areas of improvement and how to make constructive

suggestions for correction;
Learn to look in a more independent way at their own work;
Learn to work independently which will result in the students becoming less
dependent on the teacher as an expert;
Have more confidence;
Are better prepared for real work situations.
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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.
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.
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. Self-
assessment includes self-evaluation and self-reflection.
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.
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.
Further learning is only possible after recognizing what still needs to be learned;
Self-assessment can promote the learner’s responsibility and a sense of
responsibility in students;
It emphasizes the formative aspects of assessment and focuses on progress;
17
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. Helps clarify what a good performance is (goals, criteria and expected standards).
2. Facilitates the development of self-assessment in learning.
3. Encourages teacher and peer dialogue around learning.
4. Helps deliver high-quality information to students about their learning.
5. Encourages positive motivational beliefs and self-esteem.
6. Provides opportunities to close the gap between current and desired performances.
7. 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.kuleuven.be/onderwijs/Feedback/Feedback-FirW (in Dutch).
19
To remember
To tell others
To do
Questions
8. Lexicon
In a learning environment, the didactic team offers support and articulates

Actors (by whom) with whom the students will interact. These can include the promotor, daily
supervisor, peers, a tutor or experts from the industrial field.
A well thought-out integration of on the one hand, face-to-face teaching during

Blended learning
contact moments and on the other hand, online learning.
You cannot divide the learning environment from the context where you work
Context in. Think for example of the broader context of the curriculum, the infrastructure
or the educational regulations.
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
Evaluation
at the beginning of the course, the students can work in a more purposeful and
efficient way.
The return of information about a system or process that may affect a change in
Feedback
the process, for example, the regulation or optimization of performance.
With the flipped-classroom model, students prepare contact moments so

Flipped-class- that – during contact hours – you can focus on the application and in-depth
room assimilation of the subject matter. This way you won’t lose time explaining the
theoretical aspects of the course material.
The knowledge, skills and attitudes students have to reach. The course
Goal coordinator defines the learning goals in advance. Depending on these goals,
the students’ learning activities and the learning environment will be determined.
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
Instructional activities that will contribute to the educational goals. Letting them make a
approach 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.
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
Learning articulates which actions the students should undertake. These activities are
activities 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
The learning environment is constructed by the didactic team in order to
Learning
stimulate the students to complete the right learning activities. It is adapted to
environment
the learning goals and consists of two elements: support and evaluation.
The course materials are part of the support that is offered to the students and
Material include all objects that are used during their learning activities: e.g. handbooks,
a map, a calculator, etc.
When students are working in small groups, they can assess each other. Peer
Peer assessment assessments can also be taken into consideration by the didactic team when
grading the students.
Organizing evaluation moments during the semester and letting the students
Peer feedback evaluate their team members without giving them a grade. This way, you get
information how the interaction in a group is going.
Students take on the role of the teacher as assessor and obtain a more
Self-assessment 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 implies that the students critically evaluate their own product
Self-evaluation and the process that preceded it. They evaluate themselves based on
predetermined criteria.
Self-reflection follows self-evaluation. The students reflect on themselves, their

Self-reflection evolution and their learning process. This allows the student to discover what
needs to improve next time and what went well already.
Every student is different, depending on the amount of prior knowledge,

metacognition, motivation, cultural differences, learning styles and working
Students’
experiences. You can change these characteristics by providing adequate
characteristics
support. E.g. if the study material corresponds with their personal interests,
their motivation for the course will further increase.
This is a part of the support the didactic team offers and refers to the content
Substance
that is learned by the students.
This is a component of the learning environment. During the elaboration of the

support, the course coordinator formulates answers for the following questions:
Support 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.kuleuven.be/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.). (s.d.). Cognitieve verwerkingsactiviteiten. Geraadpleegd op

27/11/2014 via http://www.kuleuven.be/duo/_pdf/cogn_verwerkingsact_def.pdf
De Geyter, L., Londers, E., & Van Hemelrijck, I. (s.d.). 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.cs.kuleuven.be/cs/studenten/master-wit/masterproef/pdf/richtlijnenwit-
masterproeven-12112013.pdf
Dienst communicatie. (2012). Onderwijslexicon. Geraadpleegd op 27/11/2014 via https://www.

kuleuven.be/onderwijslexicon/index.php
Enkele richtlijnen in verband met de masterproef. (2014). Geraadpleegd op 27/5/2015 via https://wms.
cs.kuleuven.be/cs/studenten/master-computerwetenschappen/masterproef/pdf/richtthesis.pdf
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. (s.d.). 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. (s.d.). 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. (s.d.). Meesterproef Chemische

Technologie Burgerlijk Scheikundig Ingenieur. Leuven: KU Leuven. Geraadpleegd op 27/5/2015
via https://cit.kuleuven.be/RichtlMeesterproef.pdf
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, 199-
218. doi: 10.1080/03075070600572090
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://www.kuleuven.

be/onderwijs/ken-je-studenten/heterogeniteit/heterogeniteit
Onderwijsbeleid. (2014c). Bouwstenen voor je OPO. Geraadpleegd op 27/11/2014 via http://

www.kuleuven.be/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.kuleuven.be/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 OK Good Very Excellent

good
Global evaluation
1 Reseach aspect
1.1 Content, i.e.
Problem statement
Review of literature
Approach and methodology
Interpretation of the results obtained
Conclusions
2
1.2 Final report i.e.
Accuracy
Intelligibility
Depth
Writing style
Language
Lay-out
Tables and figures
References
3
1.3 Presentation i.e.
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
2
More details on the criteria can be found in the feedback sheet used in P&O1 (http://eng.kuleuven.be/english/education/reporting/feedback-sheet-
written-communication-2.pdf)
3
More details on the criteria can be found in the feedback sheet used in P&O1 (http://eng.kuleuven.be/english/education/reporting/feedback-sheet-oral-
communication-2.pdf)
25
Planning
Autonomy
Intermediate report
4
Team work
Remarks:
Evaluation by: Supervisor/mentor/assessor/other 5

Date:
Global result: _________________ / 20

Comparison to the scale of evaluation used in the faculty of engineering
18-20 Excellent work in every aspect Excellent

16-17.9 Very good and original work; the student masters the matter and has Very good
vindicated a critical attitude
14-15.9 Good work, good comprehension, moderately original contribution; Good
the student has proven to master the matter
12-13.9 Limited original contribution. Good results, but minor errors Ok
throughout the work delivered
10.1-11.9 Very limited contribution of the student; some of the results obtained
Poor
are questionable; minor errors in the work delivered
10 Minimally acceptable
6.1-9.9 Inferior work, does not respond to the minimum requirements of a
Insufficient
Master’s Thesis; no ownership taken by the student; serious
shortcomings or errors
<=6 Absolutely unacceptable
4
if appropriate
5
delete as appropriate
26
FEEDBACK SHEET WRITTEN COMMUNICATION
Team number: ……………………….. Course: ………………………..
Rater’s initials: ……………………….. Date: COMMUNICATION
FEEDBACK SHEET WRITTEN ………………………..
Subject:
Team number: ………………………..
……………………….. Course: Final grade: ………………………..
Rater’s initials: ……………………….. Date: ………………………..
Subject: CONTENT CRITERIA
……………………….. Final grade:  Grade1
Content
CONTENT of CRITERIA
the report  Grade1
Content Inh The content of the report is correct, objective, logically organized and the text
Content of the report
shows no contradictions.
[Criterion]
Content [To be
Inh The complemented
content by the
of the report teachingobjective,
is correct, staff] logically organized and the text 0 1 2 3 4
shows no contradictions.
[Criterion]
[Criterion] [To
[To be
be complemented
complemented byby the
the teaching
teaching staff]
staff]
0 1 2 3 4
[Criterion] Structure and

[To be complemented organization
by the teaching staff]
Title Ti The title is specific and clearly indicates the contents of the report. 0 1 2 3 4
Structure and organization
Abstract A The abstract is a brief summary of the main conclusions of the report. 0 1 2 3 4
Title Ti The title is specific and clearly indicates the contents of the report. 0 1 2 3 4
Table of It1 The table of contents gives an overview of the subject matter and the
Abstract
contents A The abstract
structure of theis report.
a brief summary of the main conclusions of the report. 0 1 2 3 4
Table of It2 The table of contents
It1 The table of contents contains
gives an and corresponds
overview to the matter
of the subject headings
andinthe
the text. 0 1 2 3 4
contents It3 structure of thefigures,
Lists of tables, report. graphs, symbols, formulas and abbreviations are
It2 provided.
The table of contents contains and corresponds to the headings in the text. 0 1 2 3 4
Introduction I1 The
It3 Listsintroduction situates
of tables, figures, the problem
graphs, symbols,orformulas
assignment, with referenceare
and abbreviations to
existing
provided.literature and links with previous work.
Introduction I2 The introduction
I1 The describesthetheproblem
introduction situates methodology as well aswith
or assignment, thereference
aim of thetoproject
and highlights
existing theand
literature mainlinks
conclusions and contributions.
with previous work. 0 1 2 3 4
I3 The introduction
I2 The introduction defines
describes keytheconcepts and explains
methodology as well new
as theconcepts if project
aim of the
appropriate.
and highlights the main conclusions and contributions.
I4 The 0 1 2 3 4
I3 The introduction
introduction indicates
defines key theconcepts
outline ofand
theexplains
report, with
newexplicit
conceptsreference
if to
the different chapters and/or sections.
appropriate.
Project Me1 The method
I4 The introductionsection starts with
indicates a description
the outline of the project
of the report, (elaboration),
with explicit referencewhile
to
description/ explaining
the differentthechapters
key working
and/orprinciple
sections.applied. 0 1 2 3 4
Methods
Project Me2 The method
Me1 The method section
section elaborates
starts with aondescription
the methodology used and
of the project makes objective
(elaboration), while
description/ arguments
explaining the to justify the approach
key working taken.
principle applied. 0 1 2 3 4
Results
Methods
2
Re1
Me2 Results
The method and analyses are reported
section elaborates systematically.
on the methodologyThe usedresults sectionobjective
and makes focuses
on key results
arguments and interpretations.
to justify the approach taken.
Results2 Re2
Re1 Analyses
Results and andanalyses
interpretations of datasystematically.
are reported are correct andThecomplete. Limitations
results section and
focuses 0 1 2 3 4
implications
on key results forand interpretation of results are acknowledged.
the interpretations.
Re3
Re2 The
Analyses reasoning
line ofand is clearofand
interpretations datawell-supported,
are correct andassumptions are justified.
complete. Limitations and 0 1 2 3 4
implications for the interpretation of results are acknowledged.
Discussion Di1 The
Re3 discussion
The line section
of reasoning is focuses
clear andonwell-supported,
main points which are discussed
assumptions in relation
are justified.
to the problem statement. 0 1 2 3 4
Discussion Di2 The discussion
Di1 The discussion section
section analyzes
focuses onand interprets
main main findings.
points which Argumentation
are discussed in relation
and
to theconclusions are consistent and alternative explanations are eliminated.
problem statement. 0 1 2 3 4
Conclusion B1 The discussion section analyzes and interprets main findings. Argumentation
Di2 The concluding section summarizes the general conclusions and contributions
and
and provides
conclusions an answer to the problem
are consistent statement.
and alternative explanations are eliminated. 0 1 2 3 4
Conclusion B2 The concluding
B1 The concluding section
section ends with recommendations
summarizes for improvement
the general conclusions and/or
and contributions
suggestions
and providesfor anfurther
answerresearch.
to the problem statement. 0 1 2 3 4
References See
B2section ‘Presentationsection
The concluding and design’
ends with recommendations for improvement and/or
Appendices suggestions for
Bij1 Appendices furtherimportant
convey research.but not essential information, such as long
References See section
proofs,‘Presentation
calculationsand anddesign’
extensive experimental results. 0 1 2 3 4
Appendices Bij2
Bij1 Appendices
Appendices are conveynumbered,
important captioned and eachinformation,
but not essential is referred tosuch
fromasthe text.
long
proofs, calculations and extensive experimental results. 0 1 2 3 4
Bij2 Appendices are numbered, captioned and each is referred to from the text.
1
0= very inadequate, 1= inadequate, 2= adequate 3= good, 4= very good.
2
If the written report is a project report, results of several smaller studies can be discussed together.
1
0= very inadequate, 1= inadequate, 2= adequate 3= good, 4= very good.
2
If the written report is a project report, results of several smaller studies can be discussed together.
27
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.
0 1 2 3 4
T3 The writing is clear and leads to a deeper understanding of the subject.
T4 The writing supports the message.
Written Z The text is concise and consists of correct, simple and compound sentences.
language
D2 Throughout the text, long sentences are split up to improve readability.
Sp The text is written with correct grammar, spelling and punctuation. 0 1 2 3 4
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 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. 0 1 2 3 4
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.
Tables, figures F1 Only main and significant results are displayed in tables, figures or graphs.
and 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 0 1 2 3 4
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, S1 Symbols are defined on first use and units of parameters are added. Symbols
formulas and are written in italic font.
equations S2 Throughout the text there is a consistent use of standard symbols and
notations. 0 1 2 3 4
V1 Formulas and equations are cited in the text by means of an equation editor.
V2 Long formulas and equations are placed on a separate line.
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.
Length O The text fits within the given editorial constraints. 0 1 2 3 4
General feedback or remarks
28
FEEDBACK SHEET ORAL COMMUNICATION
Rater’s initials: ……………………….. Date: ………………………..
Subject: FEEDBACK SHEET ORAL COMMUNICATION
……………………….. Final grade:
Rater’s initials: ………………………..
CONTENT CRITERIA Date: ………………………..
 Grade1
Subject: ……………………….. Final grade:
Content of the presentation
CONTENT CRITERIA  Grade1
Knowledge The presenter has substantive knowledge about the topic.
Content
Added value Content

The content of of
thethe presentation
presentation has a clear added value. 0 1 2 3 4
Knowledge
Assignment goals The
Thepresenter hasthesubstantive
content of presentationknowledge
meets the about
goals the topic.
of the assignment.
Content
Added value
Opening The
Thecontent of the
opening presentation
of the presentation a clear added
hascaptures value. attention.
the audience’s 0 1 2 3 4
Assignment goals
Introduction The
Thecontent of the
presenter presentation
introduces and meets thethe
situates goals
topicofofthe
theassignment.
presentation.
Opening
Structure and goal Theopening
The of the presentation
overall structure captures
and purpose of thethe audience’sare
presentation attention.
made clear.
Structure
Introduction
Message The
Thepresenter
presenterintroduces
developsand situates
a clear, the topic
coherent of the presentation.
and compelling core message. 0 1 2 3 4
Structure and goal
Organization The
Theoverall structure
presentation and purpose
is logically of the presentation
organized are made
and easily followed clear.
by the audience.
Structure
Message
Tables and figures The presenter
Tables, develops
figures a clear,and
and graphs coherent and compelling
other visual aids enhance message.
corethe presentation. 0 1 2 3 4
Organization
Conclusion The
Thepresentation
presenter restates theorganized
is logically main pointsand
andeasily followed
provides by theclosure.
adequate audience.
Tables and figures
Response Tables, figures and
The presenter graphshandles
adequately and other
andvisual aids enhance
responds to toughthe presentation.
questions.
0 1 2 3 4
Q&A
Conclusion
Clarification The
Thepresenter
presenterrestates the main
effectively points
responds and asked
when provides
for adequate closure.
clarification.
Response The presenterFORMAL
adequately handles and responds to tough questions.
CRITERIA Grade
0 1 2 3 4
Q&A
Clarification The presenter effectively responds when asked for clarification.

Verbal communication
FORMAL CRITERIA Grade
Pace The presenter speaks in a relaxed manner with a varied pace.
Volume Verbalspeaks
The presenter communication
in a clear, audible voice with appropriate volume.
Voice
0 1 2 3 4
Pace
Articulation The
Thepresenter
presenterspeaks
speaksinwith
a relaxed
propermanner with aand
articulation varied pace.
pronunciation.
Volume
Intonation The
Thepresenter
presenterspeaks
speaksin ina clear, audible
a lively, naturalvoice with with
manner appropriate volume.
proper intonation.
Voice
0 1 2 3 4
Articulation
Language use The
Thepresenter
languagespeaks withcare
is taken proper articulation
of and and
appropriate to pronunciation.
the topic and audience.
Language
Intonation
Filler words The
Thepresenter
presenterspeaks in a lively,
uses rather natural
formal manner
language withwith verbal intonation.
fewproper fillers. 0 1 2 3 4
Language use
Adaptation Thelanguage
The is taken
presentation care of and
is adapted appropriate
to and to the topic and audience.
suits the audience.
Language
Filler words The presenter

Non-verbal formal language with few verbal fillers.
uses rathercommunication 0 1 2 3 4
Adaptation
Space The
Thepresentation is adapted
presenter makes to and
effective usesuits theroom.
of the audience.
Body language Physical Non-verbal communication
gestures, stance and facial expressions support the message.
Delivery
Space
Enthusiasm The
Thepresenter
presentermakes effective
delivers use ofpresentation
a dynamic the room. and shows enthusiasm. 0 1 2 3 4
Body language
Interaction Physical gestures,
The presenter stancedirectly
speaks and facial expressions
to, involves support the
and interacts message.
with the audience.
Delivery
Enthusiasm
Eye contact The
Thepresenter
presenterdelivers
makesafrequent
dynamiceye
presentation shows enthusiasm.
andmembers
contact with of the audience. 0 1 2 3 4
Interaction
Equipment The
Thepresenter
presenterspeaks directly
can easily to, involves
handle interactstowith
andresponds
media and the audience.
unexpected events.
Eye contact The presenter makes frequent eye contact
of textwith
on members
the slides of
is the audience.
Media
Readability Slides are readable and the amount limited. 0 1 2 3 4

Equipment
Functionality The presenter
Slides can easilyand
are functional handle mediatheand
enhance responds to unexpected events.
presentation.
Media
Readability
Time frame Slides are readablefits
The presentation andwithin
the amount of time
the given text on the slides is limited.
frame. 0 1 2 3 4
0 1 2 3 4
Time
Functionality
Participation Slides are functional
All team and enhanceequally
members participated the presentation.
or as assigned by the instructor.
Time The presentation fits within the given time frame.
framefeedback or remarks
General
0 1 2 3 4
Time
Participation All team members participated equally or as assigned by the instructor.

General feedback or remarks
1
0= very inadequate, 1= inadequate, 2= adequate, 3= good, 4= very good.
1
29 good.
0= very inadequate, 1= inadequate, 2= adequate, 3= good, 4= very
FACULTY OF
ENGINEERING SCIENCE
Kasteelpark Arenberg 1 box 2200
3001 HEVERLEE, België
tel. + 32 16 32 13 50
info@eng.kuleuven.be
www.eng.kuleuven.be
Authors
Marjolijn Burman
Elsje Londers
Inge Van Hemelrijck

SWEETT Masters Thesis Boekje

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SWEETT Masters Thesis Boekje

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2

How to guide a Master’s thesis

1 What is being a TA at FirW about?...................................................................................1

2 What is a Master’s thesis?................................................................................................2

3 Guidance through time

4 Do’s and don’ts during supervising

5 Communication within the didactic team

On the one hand, your task as a teaching

On the other hand however, the learners

A Master’s thesis is an essential part of an academically oriented program since it

A thesis at the Faculty of Engineering Science comprises 24 credit points of the

We will discuss the various moments on which guidance is needed. It is important

1. Defining the subject

3.1 Defining the subject

3.2 Getting started

 Verify if the goal of the research project is clear to the student.

3.3 Process during the year

Tips to prepare a meeting:

Some tips you can offer to the students:

3.4 End phase

The Master’s thesis is evaluated on three aspects:

3.6 Tips and tricks

 As a daily supervisor, you should try to find the (difficult) balance

4.1 How to give advice

4.3 How to give feedback

5.1 List with possible points of attention

Task of the student

The student with fear of failure

The unmotivated student

The pedantic student

The very interested student

The student with a lack of prior knowledge

If we take a closer look at the various forms

Feedback works and has measurable benefits on students’ learning. A meta-analysis

 It can help them maintain and increase their motivation;

 Learn to identify possible areas of improvement and how to make constructive

In simple terms, self-assessment is a form of evaluation in which students are asked

Another basic condition for feedback to be effective is that the information is

Feedback must meet the following conditions:

Feedback should describe and not evaluate, condemn, interpret or seek

In a learning environment, the didactic team offers support and articulates

A well thought-out integration of on the one hand, face-to-face teaching during

In this component of the learning environment, it is checked which rate the

With the flipped-classroom model, students prepare contact moments so

These are actions undertaken by a student in order to reach the goals of a

Self-reflection follows self-evaluation. The students reflect on themselves, their

Every student is different, depending on the amount of prior knowledge,

This is a component of the learning environment. During the elaboration of the

Special thanks and credits go to Marie-Paule Buyse, staff member Internationalization

Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Press.

Clement, M., & Laga, L. (Eds.). (s.d.). Cognitieve verwerkingsactiviteiten. Geraadpleegd op

Dienst communicatie. (2012). Onderwijslexicon. Geraadpleegd op 27/11/2014 via https://www.

Groeseneken, G. (s.d.). Master thesis. KU Leuven. Retrieved on 27/5/2015 from http://set.

POC Ingenieurswetenschappen Chemische Technologie. (s.d.). Master thesis at Department CIT

POC Ingenieurswetenschappen Chemische Technologie. (s.d.). Meesterproef Chemische

Onderwijsbeleid. (2014a). Leeractiviteiten. Geraadpleegd op 27/11/2014 via http://www.

Onderwijsbeleid. (2014b). Heterogeniteit. Geraadpleegd op 27/11/2014 via http://www.kuleuven.

Onderwijsbeleid. (2014c). Bouwstenen voor je OPO. Geraadpleegd op 27/11/2014 via http://

Onderwijsbeleid. (2014d). Kies je werkvorm. Geraadpleegd op 27/11/2014 via http://www.

Remmerswaal, J. (2003). Handboek groepsdynamica. Een inleiding op theorie en praktijk. Soest:

10.1 Evaluation sheet

10.2 Feedback sheet: written communication

10.3 Feedback sheet: oral communication

Insufficient Poor OK Good Very Excellent

Verify if the goal of the research project is clear to the student.

As a daily supervisor, you should try to find the (difficult) balance

It can help them maintain and increase their motivation;

Learn to identify possible areas of improvement and how to make constructive