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Ollie Jones

“iDemand feedback: investigation of feedback behaviour and preferences with efficient solutions for improving student satisfaction. Ollie Jones. Paper Structure. Element 1 – Feedback Preferences Element 2 – i-demand Intervention. Element 1 Student Perceptions of Feedback. Context.

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Ollie Jones

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  1. “iDemand feedback: investigation of feedback behaviour and preferences with efficient solutions for improving student satisfaction. Ollie Jones

  2. Paper Structure • Element 1 – Feedback Preferences • Element 2 – i-demand Intervention

  3. Element 1Student Perceptionsof Feedback

  4. Context • Student Perceptions of feedback • Weaver (2006), Rae & Cochrane (2008) • Not engaged with Feedback • Winter & Dye (2005), Mutch (2003) • Grade Sensitive ? • Taras (2003) Bevan et al (2008) and Rowe and Wood (2007)

  5. Context – Sample Size 50 from 260

  6. Which is the top preference for students? Feedback on a practice activity closely related to the assessment task(s). Feedback on my draft work for the assessment Generic Feedback about an assignment on X-stream My work scored in a Matrix showing what’s expected for each grade band Handwritten comments on my assessment work One-to-one face-to-face chat with the lecturer concerned after the assignment

  7. Feedback Manifesto –H1 • Not all students want the same approach to feedback, but on balance, we approach feedback as though they do.

  8. I believe that feedback before the assignment [ formative ] is more valuable than after [summative] • Strongly Agree • Agree • Neither Agree nor disagree • Disagree • Strongly Disagree

  9. Efficiencies • Bloxham & Boyd (2007) • Denton et al (2008) • Van den Bloom (2004) • Hepplestone and Mather (2007)

  10. I am more likely to obtain my feedback if it is in X-stream, rather than having to collect it. • Strongly Agree • Agree • Neither Agree nor disagree • Disagree • Strongly Agree

  11. I am more interested in the mark than feedback for the final assignment, and will only seek detailed feedback if it differs from my expected grade. Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Agree

  12. Intervention i-demand feedback

  13. Context 260 Students

  14. Hierarchy of Summative feedback Detailed Individual Individual Rubric & Comments 3 weeks Generic Feedback 2 weeks Resource High 4 week ‘on demand’

  15. How many students listened to generic feedback • 5-10% • 10-20% • 20-30% • 30-50% • 50%+

  16. How many students accessed their feedback rubric? • 5-10% • 10-20% • 30-40% • 40-50% • 50%+

  17. How likely is that you will want individual audio feedback?

  18. How many students actually requested individual audio feedback? • 5-10% • 10-25% • 25-40% • 40-50% • 50%+

  19. How many students [of those who requested it ] listened to their feedback file? • 5-20% • 20-40% • 40-50% • 50-70% • 70%+

  20. Le grand finale? 9% 5%

  21. Hierarchy of Summative feedback 4 week ‘on demand’ Detailed Individual Individual Rubric & Comments 3 weeks Generic Feedback 2 weeks Resource High

  22. “These lecturers believe students are more likely to collect, read and act on feedback if it is on formative assessments, such as comments on essay drafts. Even the exemplary lecturers experience that feedback on summative assessments is most likely to be left uncollected at the end of the semester”…(Jollands et al 2009)

  23. If the mark is what I expected then I am usually satisfied with simple feedback using a scored matrix/rubric on my assignment ( such as those used in ops mgmt in S1) Strongly Agree Agree Neither Agree nor disagree Disagree Strongly Agree

  24. The tricky 10%; • Who are they?

  25. Feedback Manifestos Providing ‘in depth’ or ‘detailed’ summative feedback for all students after an assessment is neither effective ,efficient or desirable. Detailed feedback could be offered to those students who want (need) it Focus ( and hence resource )could be mostly shifted from summative to formative feedback Compare the tutorial activity to the top three feedback preferences? Consider the equity issue raised by Taras (2006) in the nature of formative feedback and Sadler (2010) comments about standards and Gibbs & Simpson (2009) about peer assessment

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