Feedback for Future Learning

1. Feedback for Future Learning Feedback and You

2. Introduction

3. Online learning units

4. Aims and objectives

5. Feedback for Future Learning • Campaign to improve how students at GCU receive, and use, academic feedback. • You can find out more on our website – see www.gcu.ac.uk/futurelearning • Here, you can also watch a short video clip of Professor Kevan MA Gartland describing what we do and how our activities can help you.

6. 8 Feedback Principles @ GCU • Developed in Partnership with the Students’ Association. • Outline what you can expect from academic feedback at GCU. • You have a vital role to play, especially when it comes to engaging in discussion with staff and fellow students about your feedback. • Try exploring each of Principles in turn – click on the links for a more detailed explanation. You can also watch short video clips and download a PDF for future reference from our website. Skip

7. Principle 1 – A dialogue Feedback should be based on discussion, face to face or online, between you, your fellow students and staff. This dialogue is an important part of your learning and also helps academic staff to shape their teaching. Skip

8. Principle 2 – Supportive of future learning Feedback should review your performance, your strengths and areas for improvement; should clarify what is expected of you academically and help to identify areas for further learning and development. Skip

9. Principle 3 – Timely Feedback on Coursework shouldnormally be provided to you within three working weeks of Coursework submission deadlines. Exam and Module results will normally be released according to the schedule at: http://www.gcu.ac.uk/student/exams/results/. Skip

10. Principle 4 – Related to clear criteria Feedback should be based on clear assessment criteria, which are made available to you in advance of undertaking your assignment or examination. Skip

11. Principle 5 – Accessible to all students Feedback can be provided in a variety of different forms: written, e.g. by comments made on your assignment itself or on a feedback sheet; electronic, e.g. by email or through GCULearn, verbal, for example in lectures, seminars or one-to-one and small group meetings with your tutor. Feedback can also be provided by your fellow students and through self-reflection. Written feedback should use plain English, be clear and legible. It should be responsive to any particular needs you have in terms of its accessibility. Skip

12. Principle 6 – A continuous process Feedback, in its variety of different forms, should be provided throughout your module and, where possible, build on feedback provided on earlier performance. Skip

13. Principle 7 – Available on all forms of assessment Feedback should be provided on all your assignments, whether formative or summative, examinations, and group as well as individual contributions to a module. Skip

14. Principle 8 – Flexible and suited to students’ needs The variety of different forms of feedback should ensure that you have easy access to your feedback whether you are full-time, part-time, distance or work-based. Skip

15. Thinking point… Which of the 8 Feedback Principles are most important to you at this point in your student journey?Why do you think they are the most important? Keep them in mind as you go through the rest of the materials and think about how you can make the most of them as a student at GCU.

16. What does ‘feedback’ mean you? Before you work through the rest of the materials, take 2-3 minutes to think about the following question: What words do you associate with 'feedback'?

17. What do other students say? Where you went wrong Positive Confusing Vague Negative Scary Variable Constructive criticism How to improve Helpful Nerve-wracking Unhelpful

18. Student perceptions of feedback • As you can see, people associate lots of different things with feedback - some good, some not so good! • In reality, most students find it a bit daunting to receive feedback. • It’s important to remember that the aim of feedback is to help you see what you’re doing well in relation to your studies, as well identifying how you could improve in the future. • We want all GCU students to have positive experiences of receiving, and using, academic feedback. As you progress throughout your student journey, we will continue to provide you with tools and support to achieve this.

19. Purpose of feedback at University • Assessing your learning and understanding • Providing you with useful information about your learning • Encouraging dialogue between staff and students • Clarifying good performance • Providing opportunities to close the gap between current and desired performance • Encouraging feed forward to enhance future learning • Motivating and encouraging students • Providing staff with information that will help shape teaching For more information, see the GCU Policy on Student Performance Feedback.

20. Types of assessment • Formative • Summative Click on the above links for definitions . Skip

21. Types of assessment - Formative Put simply, formative assessment is a practice run. Its purpose is to monitor your progress and learning (rather than to evaluate it). Any marks given are indicative only, and don’t count towards your overall Module or Course results. Feedback on formative assessment is provided to help you identify what you’re doing well, and highlight possible areas for improvement. Formative feedback may include comments on drafts of work, verbal feedback on group work, indicative grades etc. • Formative • Summative Click on the above links for definitions . Skip

22. Types of assessment - Summative The purpose of summative assessment is to evaluate your learning against the criteria set out in the Module Handbook. Students often focus on summative assessment because it involves the award of marks that contribute to your final performance on a Module. However, by taking both formative and summative feedback on board, you will give yourself the best chance of performing to the best of your ability. • Formative • Summative Click on the above links for definitions . Skip

23. Types of feedback • Formal • Informal Click on the above links for definitions. Skip

24. Types of feedback – Formal • Formal • Informal Click on the above links for definitions. Formal feedback will be provided on all summative assessments that you submit at GCU. It will indicate whether you have passed or failed the assessment, and will often include a grade. Formal feedback is usually provided to you individually, in writing, either electronically or in paper copy. You may also receive formal feedback for formative assessmentswithin particular modules or programmes. Skip

25. Types of feedback - Informal Informal feedback is often received at University, but students don’t always recognise it. It can include conversations that you have with academic or support staff, responses to email enquiries that you’ve sent, informal feedback from fellow students or mentors. Informal feedback can be extremely valuable and is a good way for you to check your understanding and get useful hints and tips from staff and peers. • Formal • Informal Click on the above links for definitions. Skip

26. How feedback is received at GCU Written Verbal Click on each link for more detail Group In the workplace Feedback From fellow students On placement Grades / marks University services Electronically Self reflection Skip

27. How feedback is received at GCU - Written Written Verbal Group In the workplace Written - Includes feedback cover sheets as well and hand written or typed comments on assignments or exam scripts. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

28. How feedback is received at GCU - Group Written Verbal Group In the workplace Group - General class feedback provided by your lecturer helps to identify where people have gone wrong, and get hints and tips about how to improve next time. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

29. How feedback is received at GCU - Peer Written Verbal Group In the workplace Peer feedback from your fellow students is a good way to learn from the experience and knowledge that exists within your class. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

30. How feedback is received at GCU - Grades Written Verbal Group In the workplace Grades are a good general indicator of how well you are doing. However, be careful not to focus too much on them - you need to read the comments to know how to improve next time. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

31. How feedback is received at GCU – Electronic Written Verbal Group In the workplace From fellow students Electronically, e.g. by email or through GCULearn. On placement Grades / marks University services Electronically Self reflection Skip

32. How feedback is received at GCU - Self Written Verbal Group In the workplace From yourself, through reflectionis crucial to using feedback successfully. We will be exploring this in depth throughout this learning unit. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

33. How feedback is received at GCU – Services Written Verbal Group In the workplace From other University Services e.g. the Learning Development Centres, Careers Service, Subject Librarians. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

34. How feedback is received at GCU - Placement Written Verbal Group In the workplace On placement or in clinical practice, e.g. from your mentor, colleagues, patients or families. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

35. How feedback is received - Workplace Written Verbal Group In the workplace At work, home or through hobbies, e.g. from your employer, colleagues, customers, friends or family. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

36. How feedback is received at GCU - Verbal Written Verbal Group In the workplace Verbal - Includes comments from your lecturer, either within a group setting (like a lecture or seminar) or individually. From fellow students On placement Grades / marks University services Electronically Self reflection Skip

37. Thinking point… How do you prefer to receive feedback?Do you like to have written down comments so that you can reflect in your own time? Or perhaps you value the discussion that face to face feedback allows? Academic feedback can be provided in many different ways, some of which you may not have thought about before but they could be of real value as you progress with your studies. Try reading over the feedback guide contained in the ‘Online Learning Units’ section of our website. It’s important that you recognise the various forms of feedback available to you (both formal and informal) so that you can make the most of them at University and beyond.

38. Your feedback preferences (1 of 2) The following examples outline some of the ways that feedback can be received at University. As you read through the list, think about how many different ways you have received feedback at GCUso far. [Adapted from Race, P. (2007) Feedback, Leeds Met Press]

39. Your feedback preferences (2 of 2) [Adapted from Race, P. (2007) Feedback, Leeds Met Press]

40. Sources of support at GCU

41. Contact Us If you’re still not sure of who to contact or if you’d like any further information or support, please don’t hesitate to get in touch at the contact details below and we’ll be happy to help. Feedback for Future Learning B002, Britannia Building 70 Cowcaddens Road Glasgow, G4 0BA Web: www.gcu.ac.uk/futurelearning Email: studentfeedback@gcu.ac.uk

42. Done... Well done – you’ve now completed this learning unit! Now that we’ve explored what feedback is and how it can be received, we’ll move on to consider why it’s so important and how you can use it to enhance your learning at University and beyond.

43. www.gcu.ac.uk/futurelearning