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Recognising and achieving effective feedback in the GEES disciplines

Recognising and achieving effective feedback in the GEES disciplines. Dr Jennifer Hill NTF, FHEA. HEA New to Teaching in GEES University of Birmingham, 17-18 December 2012. Workshop outline. Brief context What types of assessment feedback do you privilege and why?

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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 GEES University of Birmingham, 17-18 December 2012

  2. Workshop outline • Brief context • What types of assessment feedback do you privilege • and why? • Preconditions for effective feedback – what do you • consider these to be and do your students agree? • Improving your practice to satisfy student expectations • Preparing a personal development plan to enhance • your assessment and feedback practice

  3. 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)

  4. Break-out question 1 • What types of assessment feedback do you use the most and why? • Compare your list with the person next to you – what can you learn from them? • Is there a type of feedback you might now try on returning to your institution?

  5. What types of assessment feedback are there? • formative v summative • 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) • tutor v peer v self See handout

  6. Break-out question 2 • What do you consider are the preconditions for effective feedback? (consider nature of provider, content and recipient) • Are your conceptions the same as the students’? • In pairs, compare your practice to the NUS Charter (published Sep. 2010) NUS Charter outlines 10 key principles for effective feedback and assessment in HE

  7. How can you improve your practice to satisfy student expectations? - Are their expectations realistic? - What is in your control and what can you change? - What is fixed and how can you work within these constraints?

  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 • Linked transparently to LOs & marking criteria so students can link feedback to future understanding • Opportunity for student voice • Stimulate engagement – a learning tool for students to monitor their performance • Balance: - support and challenge - assignment-specific with transferable feedback

  10. Break-out question 3 • What is your personal development plan to enhance your assessment and feedback practice? • In pairs, begin to devise your PDP – if and how will you change your practice?

  11. Model of good practice to enhance assessment literacy? • students and staff co-generate expectations 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? Withhold grade until feedback discussed; overview annual feedback and create action plan) • students ready to engage with further feedback .....

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

  13. 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. 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. * Hughes, P. & Boyle, A. (2005) Assessment in the Earth Sciences, Environmental Sciences and Environmental Studies. GEES Learning and Teaching Guide. HEA GEES. * JISC (2010) Effective Assessment in a Digital Age. HEFCE * 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. Nicol, D. (2012) Resituating feedback from the reactive to the proactive. In D. Boud & L. Malloy (eds) Effective Feedback in Higher and Professional Education: understanding it and doing it well. Routledge (in print).

  14. * NUS (2010) Charter on Feedback and Assessment. Available at: http://www.nusconnect.org.uk/news/article/highereducation/720/ * 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 standards in 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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