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Recognising and achieving effective feedback in the GEES disciplines

Explore the importance of quality feedback in student learning, types of feedback, preconditions for effective feedback, and challenges and opportunities. Develop a personal development plan for effective feedback.

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Recognising and achieving effective feedback in the GEES disciplines

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  1. Recognising and achieving effective feedback in the GEES disciplines Dr Jennifer Hill NTF, FHEA HEA New to Teaching in STEM Edinburgh, 13-14 June 2012

  2. Brief Context: Assessment and Feedback • Assessment – central to the student experience: • ‘frames learning, creates learning activity and orients all aspects of learning behaviour’ (Gibbs, 2006: 23) • Feedback – central to learning from assessment: • ‘feedback quantity and quality are the probably the most important factors in enhancing students’ learning’ (Race, 1999: 27) • However: • ‘the literature on student experiences of feedback tells a sorry tale’ (Handley et al., 2007: 1) • ‘many students commented on ‘cryptic’ feedback which often posed questions, but gave no indication of where they went wrong’(GfK, 2008: 8)

  3. Break-out question 1 • What is the purpose of assessment feedback? • In groups of 3-5, compose a list of key points

  4. What is the purpose of assessment feedback? • To indicate to students why they gained the grade they did • To indicate to external examiners why students gained the grade they did • To encourage closing of the ‘performance gap’ ... and so help students to achieve a desired grade outcome • To enhance student learning

  5. Break-out question 2 • What types of assessment feedback are there? • In groups of 3-5, compose a list of key types

  6. What types of assessment feedback are there? • formative v summative • formal v informal • written v verbal (incl. audio and video) • comments v tick-box v grade • personal (specific) v group (generic) • disembodied (cover-sheet) v embodied (on script – within text) • hard copy v electronic (email, VLE, blogs) • self v peer v tutor • instant v delayed

  7. Break-out question 3 • What do you consider are the preconditions for effective feedback? (consider nature of source, content and recipient) • Are your conceptions the same as the students’? • In groups of 3-5, compare your ideas to those of the NUS Charter

  8. Preconditions for effective feedback 1 • Comes from a credible source • Seen as fair and considered • Identifiable as feedback • Timely • Legible • Informative / helpful: - clear, comprehensive message concerning specific issues of the performance gap (i.d. errors and misunderstandings); - information on how to bridge the gap (developmental/scaffolding – i.d. goals and strategies); - positive (encouraging) comments made before negative: recognise effort & acknowledge achievement

  9. Preconditions for effective feedback 2 • Encourage positive motivation and self-esteem • Not confusing/contradictory - unambiguous • Opportunity for student voice – discussion • Linked transparently to marking criteria so students can link feedback to future understanding • Stimulate engagement – a learning tool for students to monitor their performance • Balance: - support and challenge - assignment-specific with transferable feedback

  10. Break-out question 4 • What are the challenges and opportunities for meeting the goals of the Charter? • What is my personal development plan to achieve effective feedback? • In groups of 3-5, list these issues and begin to devise you PDP

  11. Model of good practice to enhance assessment literacy? • students and staff co-generate expectations about feedback as assignment progresses • formative dialogic feed-forward - meaning extracted from tutor comments in order for them to be acted upon and translated into better performance (walkthrough feedback/feed-forward ... with audio support?) • students ready to engage with further feedback ..... • effective feedback is a relational process that is integral to the teaching and learning experience

  12. Handley et al. (2011)

  13. So, consider the table below in your practice ... New methods of feedback delivery in comparison with standard methods Source: Orsmond et al. (forthcoming)

  14. Useful references Bailey, R & Garner, M. (2010) Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15, 187-198. Cartney, P. (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35, 551-564. * Crook, A.C. (2011) The use of video for feedback. www.reading.ac.uk/videofeedback. France, D. & Wheeler, A. (2007) Reflections on Using Podcasting for Student Feedback. Planet ,18, 9-11. GfK (2008) NUS/ HSBC Students Research. GfK Financial London, Study Number 154021. Handley, K., Price, M. & Millar J. (2011) Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37, 543-560. * Lizzio, A. & Wilson, K. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, 263-275. Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35, 501-517. * NUS (2010) Charter on Feedback and Assessment. Available at: http://www.nusconnect.org.uk/news/article/highereducation/720/

  15. Orsmond, P., Merry, S. & Reiling, K. (2005) Biology students’ utilisation of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education, 30, 369-386. * Orsmond, P., Maw, S.J., Park, J.R., Gomez, S. & Crook, A. (forthcoming) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. & Thorpe, L. (forthcoming) A role for technology in enhancing students’ engagement with feedback. Assessment & Evaluation in Higher Education. Poulos, A. & Mahony, M.J. (2008) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33, 143-154. QAA (2006) Code of practice for the assurance of academic quality and standard sin Higher Education. Section 6: Assessment of Students. Available at www.qaa.ac.uk. Robinson, S., Pope, D. & Holyoak, L. (forthcoming) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education. * Rodway-Dyer, S., Knight, J. & Dunne E. (2011) A case study on audio feedback with geography undergraduates. Journal of Geography in Higher Education, 35, 217-231. Weaver, M.R. (2006) Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31, 379-394.

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