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A New Approach to S tudent Engagement with Tutor Feedback

A New Approach to S tudent Engagement with Tutor Feedback. Siegrid Beck Steve Millard Theo Gilbert. The Wider Picture.

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A New Approach to S tudent Engagement with Tutor Feedback

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  1. A New Approach to Student Engagement with Tutor Feedback Siegrid Beck Steve Millard Theo Gilbert UH Learning and Teaching Conference 6 May 2010

  2. The Wider Picture • NSSs identified ‘assessment and feedback’ as the weakest area across the HE sector (Williams & Kane, 2008) and, after 3 years of NSS, as the area with one of the smallest increases in mean scores (Hodsdon, 2010) • HEA Research Project conducted at Sheffield Hallam University in 2008-09 Technology, Feedback, Action!: Impact of Learning Technology on Students' Engagement with Feedback – (extensive literature review and report) • Nicol (2009) and Gibbs & Simpson (2004) • UH’s LTI Project ‘Escape’ UH Learning and Teaching Conference 6 May 2010

  3. Our Project - Background • Participants – 28 p-g international students on GCIB Programme • Time – Semester C 2008-09 • Assessment type – academic essay • Feedback type – formative on first draft rather than the final product • Feedback form – standard written and audio/visual (Webex and Camtasia Studio) UH Learning and Teaching Conference 6 May 2010

  4. Our Project – Aims and Objectives 1. Additional listening practice 2. Enhance the quality of student engagement with tutor feedback 3. Student views on their degree of action on tutor feedback 4. Increase efficiency for tutors UH Learning and Teaching Conference 6 May 2010

  5. Our Project – Methodology • Invitation to students for draft essay to receive feedback BEFORE final version • Lecturers producing individual feedback files using Webex and Camtasia • Files sent back to students’ personal email addresses • Students had time to act on feedback and submit final drafts • Students received their marks • Questionnaires given out to participants • Data analysis UH Learning and Teaching Conference 6 May 2010

  6. Our Project – Main Findings • 20/28 students had their essay drafts ready at the specified time – Time management! • 14/20 returned the questionnaire • Some findings will be presented in blocks UH Learning and Teaching Conference 6 May 2010

  7. Our Project – Main Findings Block A – Accessability (Qs 5, 7 and 9) UH Learning and Teaching Conference 6 May 2010

  8. Our Project – Main Findings Perception on usefulness for listening practice UH Learning and Teaching Conference 6 May 2010

  9. Our Project – Main Findings Block B - Student action taken after feedback (Qs 10+11) UH Learning and Teaching Conference 6 May 2010

  10. Our Project – Main Findings UH Learning and Teaching Conference 6 May 2010

  11. Our Project – Main Findings UH Learning and Teaching Conference 6 May 2010

  12. Our Project – Main Findings UH Learning and Teaching Conference 6 May 2010

  13. Our Project’s Aims and Objectives Revisited 1. Additional listening practice Yes, agreement 2. Enhance the quality of student engagement with tutor feedback Yes, certainly on the emotional level 3. Student views on their degree of action on tutor feedback Yes, we found a high degree of engagement/action although not proven to be linked to audio-visual feedback 4. Increase efficiency for tutors Not yet, depending on lecturers’ familiarity with the application UH Learning and Teaching Conference 6 May 2010

  14. Our Project – Conclusion • The overall positive reaction to this type and form of feedback is encouraging • We shall continue to offer it • Enhancing chances for improving student performance • Opportunities for further research (evidence of link between actions and emotions) • Staff development opportunities UH Learning and Teaching Conference 6 May 2010

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