1 / 10

Peer dialogues: A new approach to developing feedback practises?

Peer dialogues: A new approach to developing feedback practises?. Dr. Sarah Richardson Ian Gwinn Sam McGinty. Research questions. How can a transmission model of feedback be replaced with a model of feedback linked directly to learning and reflection?

michealsmith
Download Presentation

Peer dialogues: A new approach to developing feedback practises?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Peer dialogues: A new approach to developing feedback practises? Dr. Sarah Richardson Ian Gwinn Sam McGinty

  2. Research questions • How can a transmission model of feedback be replaced with a model of feedback linked directly to learning and reflection? • What practical strategies can we develop for encouraging dialogue between tutor-student and student-student? www.dmu.ac.uk/itsgoodtotalk

  3. ‘Closing the gap’ • Students often misunderstand or misinterpret feedback • Research shows that students do not engage with feedback • Students need to use feedback in order to close the gap between current and desired performance

  4. National Student Survey • The National Student Survey (NSS) consistently shows that students are dissatisfied with assignment feedback (2007, 2008, 2009) • Although within the subject of History students are more satisfied with feedback compared to subjects overall in higher education it is still a concern for UK Departments

  5. NSS scores for History Table 1 Table 1: NSS scores for Assessment and Feedback questions, 2009

  6. Generic Problems • Time and student numbers mean interaction between lecturers and students can be limited • Lecturers also argue that students often do not collect feedback or attend tutorials • Widening participation/transferable skills agenda

  7. Culture of History • Tutorial culture • History essays: skills vs. content • Disciplinary knowledge (soft, convergent etc.) • Disciplinary or educational ideology (lacking reflexivity?)

  8. Peer feedback • One way in which we would like to address the difficulties of replacing transmission models with dialogue is peer feedback. • Nicol and Macfarlane-Dick (2006, p.205) recommend that feedback should be a collaborative process that ‘encourages teacher and peer dialogue around learning’. • Peer feedback can be defined as ‘a communication process through which learners enter into dialogues related to performance and standards’ (Lui & Carless, 2006, p. 280).

  9. Student perspective • Our preliminary data collection suggests that students may support this approach... • [Feedback] that involves interaction and discussion (one to one). • It's quite nice to have your seminar tutor face-to-face to say you should have done this or you shouldn't have done that and because you're actually there you can question...and then you can talk about it. • So before we make these mistakes we can be aware of what the dangers are. I guess it’s like having something before the essay or the exam to point in the right direction.

  10. Feedback- dialogue issues 1.Constraints on creating dialogue resources? 2.The purpose of feedback? 3.Staff and student culture? 4.Alternative feedback-dialogue strategies? Experiences and suggestions please...

More Related