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Getting more out of feedback

Getting more out of feedback. Deirdre Burke University of Wolverhampton. Time spent. How long does it take you to mark an assignment? How long do you think it takes a student to read your comments?. Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in

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Getting more out of feedback

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  1. Getting more out of feedback Deirdre Burke University of Wolverhampton

  2. Time spent • How long does it take you to mark an assignment? • How long do you think it takes a student to read your comments?

  3. Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

  4. Feedback: Is helpful in its detailStudentsStaff • Frequently 1249 • Sometimes 7344 • Never 138 • Don’t Know 20 Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

  5. Feedback: Prompts discussion Students Staff • Frequently 2 63 • Sometimes 46 30 • Never 50 8 • Don’t Know 2 0 Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

  6. Feedback: Enables understanding of assessment StudentStaff • Frequently 5 50 • Sometimes 62 40 • Never 30 10 • Don’t Know 2 0 Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

  7. Feedback: Improves learningStudentsStaff • Frequently1549 • Sometimes 7245 • Never 96 • Don’t Know40 Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

  8. Revision Responsibility Reflective Model(Sprinkle, 275)

  9. Rhetorical Situation Reflective Model

  10. Degrees of Control Reflective Model

  11. Tutorial Academic reading Meeting with peers Academic librarian Study Skills Advisor Writing in your discipline Study Skills books On-line skills resources Annotated essays Other Feedback actions quotient One point for each action

  12. Positive comments Areas for development Stage one It was difficult at first because I felt I had no positive points, but after I realized that what counts is that I am making a difference to my approach to the work, which will have an overall positive effect.

  13. Percentage distribution of comment types (Hyatt,2005, 348)

  14. Checking Understanding What does this mean? Stage TwoPreparing for a tutorial ? I misunderstood some feedback I received and if I did not complete this exercise, I would have continued doing what I was, which would have had negative effects on my work.

  15. Stage ThreeAction Planning I realise that in order to develop my study skills I have to make an effort. I need to research these topics in the same way I do other aspects of my work

  16. Issues for discussion • Opportunity to act on feedback 2. Providing feedback for development 3. Moving from measurement to standard model

  17. Justify the mark or grade To identify a profile of attainment against the established criteria To aid monitoring of assessment: its validity, reliability, currency and accessibility To provide information to aid the external monitoring process To show where strengths and weaknesses lie To identify how, and in what areas, to achieve a heightened performance To help identify efforts for future development To identify where they might get further help To promote learning by encouraging reflection on performance To motivate and reward - showing you value their efforts and take assessment seriously Purposes of Feedback (Celt)

  18. It was a good opportunity to discuss strengths and weaknesses, which we do not always have the opportunity to do because once the work is marked, often enough the feedback is not acted upon. This exercise was interesting and helpful to complete, since I misunderstood some feedback I received and if I did not complete this exercise, I would have continued doing what I was, which would have had negative impact on my work. I feel it is important to be aware that you are good at certain things. I use to have a tendency to look at the negative points made and therefore have a negative view of my abilities. I now realize the criticism I receive is for me to use to my advantage. Next time I complete an assignment, I am certain I will be more conscientious not to make the same mistakes but more importantly, remember my strengths too.

  19. What did you get out of the exercise? Suggestions to improve the form/ process? Use the post-its and add your comments to the posters

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