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Feedback: it starts on day one

Feedback: it starts on day one. Andy Lloyd Assessment Matters Project Manager. Why start on day 1?. Different student experiences of a very different educational environment; Evidence of staff and students having different perceptions and expectations of feedback;

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Feedback: it starts on day one

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  1. Feedback: it starts on day one Andy Lloyd Assessment Matters Project Manager

  2. Why start on day 1? • Different student experiences of a very different educational environment; • Evidence of staff and students having different perceptions and expectations of feedback; • The lack of a common shared understanding; • The nature of engagement between students and their tutors.

  3. Different experiences • Different students, different experiences … BUT similar issues; • “I really enjoyed history at secondary school, and it was taught very well by most of the teachers in the department, interactive and engaging lessons were standard and work was given constructive feedback on how to improve.” • “Lectures will be much bigger in numbers and the chance for qualification or clarification won't be there to the degree it was at school.” • Rising expectations HEA (2008)

  4. The genie is out of the bottle • “Pupils could in future be given detailed question-by-question feedback on their GCSE and A-level performance” [BBC News] • “Cambridge International AS Level provides valuable feedback on performance, identifying strengths and weaknesses prior to any final assessment. Taking the Cambridge International AS Level examination part-way through the international A Level course provides feedback that learners can use to set learning goals for the second half of the course.” [www.cie.org.uk]

  5. Expectations of feedback at University • “I assume it may not be as in depth or personal as there will be more students” • “I think it will still be one-to-one” • “Because the classes will be so big it will be harder for the teachers to mark and give constructive feedback” • “More verbal feedback, more constructive criticism” Boulton and Hramiak (2009)

  6. Academic Feedback to Students: Policy and Guidance • Three main principles: • Feedback supports and promotes effective learning; • Feedback is a continuous process; • Feedback needs to be suited to individual students’ needs.

  7. Academic Feedback to Students: Policy and Guidance Students are inducted to the purpose and nature of feedback in higher education. Students’ previous experience of feedback may be very different from those that will be provided in their programme of study. Consequently, schools need to ensure that student transition to higher education at Cardiff is supported effectively, that students understand what academic feedback they will receive, and that students know how to utilise this effectively. Staff need to ensure students understand their responsibilities as learners, the role that feedback plays in this, and the need to take responsibility for their own learning.

  8. What might new students need to know? • Where in the course will there be opportunities to get feedback? • When will guidance and feedback be available? • How will it be provided? • Who will provide the feedback? • To whom will it be communicated? • What are students expected to do with the feedback provided, if they're to make the best use of it to enhance their learning?

  9. Helping students use feedback well • Raise students' awareness of the purposes of feedback and ensure that student and staff expectations of feedback are aligned; • Use past examples of marked assignments to 'show students how feedback was used to improve the quality of later assignments; • Following up feedback with meetings with personal tutors to discuss how to use that feedback effectively; • Use past feedback on students' work to craft individual learning plans for forthcoming assignments; • Give additional guidance on using feedback through lectures, seminars and group emails; • Get students to mark and comment on sample assignments in their subject area with the aid of assessment criteria. • Support students in translating feedback into concrete actions, that are understood by the students.

  10. Enhancement of practice • What information on feedback do you need to provide to new students? • How are you going to reinforce these messages throughout year 1? • How are you going to engage with students and involve them in feedback? • What other actions might you seek to undertake?

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