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Nerantz leicester

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  • pair participants up, use cards pairing participants, piece of white card, crayons task: draw your partner during the session until I say ‘stop’
  • FDTL5 project: ‘Engaging Students with Assessment Feedback: What works?’ This project, based at Oxford Brookes University, started in the academic year 05/06 with a group of lead institutions developing a set of tools designed to enhance student engagement with assessment feedback. The project is running in close collaboration with the ASKe CETL, (Assessment Standards Knowledge Exchange) also based at Oxford Brookes. Feedback as Feedforward: Developing skills in reflection and action Report on the Cascade Partner Initiative conducted in the Business School as part of the FDTL5 project: ‘Engaging Students with Assessment Feedback: What works?’   Dr Gail Sanders, Academic Development recommendation (one of them) reduce emphasis on written feedback!!!
  • from verbal to audio(visual)
  • carry out task: 2min What happens?
  • to print on 1 sheet with next one
  • to print on 1 sheet with next one
  • Transcript

    • 1. Download me Audio feedback with audacity a staff development workshop with Chrissi Nerantzi, academic developer
    • 2. Create a portrait … of your new partner. Paper?
    • 3. Aim Introduce audio feedback workshop offered by Academic Development at the University of Sunderland Objective Participants will be able to discuss its usefulness and compare to their feedback and/or staff development practice.
    • 4. Audio feedback workshop
      • Perceived unfairness
      • Lack of trust
      • Emotional responses
      • Meaningless
      • Inconsistencies
      • Difficult to understand
      • Lack of understanding of assessment criteria
      • Verbal feedback
      • Feedback within VLE (discussions)
      What do our students say? Findings from the FDTL5 project (Oxford Brookes): Engaging students with assessment feedback, what works? cascade partner initiative: Dr. G. Sanders, University of Sunderland (2007) Student experience evidence strategy workshop what next
    • 5. Audio feedback workshop “ I don’t understand the written feedback, or even if I’m supposed to. In past years, I have been happy to accept this situation, but more recently I have learned to ask for verbal feedback to help improve my work. It would be better if the feedback was verbal or demonstrated, especially since we’re training to be teachers.” Source: Gleaves A, Walker C & Grey J (2008) Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance, in: Assessment & Evaluation in Higher Education, Vol 33, No. 3, June 2008, Routledge, 219-231. Student experience evidence strategy workshop what next
    • 6. Audio feedback workshop “ Wow, this was cool to listen to, easy clear and straightforward, it’s the kind of feedback you can’t refuse to hear, once you press play you get the good points and the bad points, when I came on to listen to it, it was like, oh dear this could be sad news and was scared of listening to it but I like the completeness of the feedback, sure things that have been helpful and I think I will be better doing the same thing now even without seeing the returned work. Thanks, Anne and I think this was a great idea and surely audio feedback is a plus.” Source from Anne Cunningham’s presentation ‘Experiences with audio feedback’, Learning Matters Lunch Dec 08 Student experience evidence strategy workshop what next
    • 7. Audio feedback workshop
      • listen to student voice
      • enhance student experience
      • provide meaningful and effective feedback
      • explore innovative feedback approaches
      Student experience evidence strategy workshop what next
    • 8. Created a portrait Creator: Please give the portrait to your partner. Receiver: Please provide feedback
    • 9. Audio feedback workshop
      • emphasis on pedagogy
      • verbal feedback comes natural to us (really?)
      • from verbal to audio feedback (research and learning from others)
      • tools: Audacity (portable), DIY, experimenting
      • VLE and podcasting
      • action plan: application and next steps
      • support and community: audio feedback wiki
      on the menu… Student experience evidence strategy workshop what next
    • 10. Audio feedback workshop
      • more workshops across university and partner colleges
      • colleagues participated in workshops cascading to others, share experiences
      • evaluate audio feedback approach (capture student voice)
      • collaboration with other institutions
      Student experience evidence strategy workshop what next
    • 11. extra materials
    • 12.
      • facilitates the development of self-assessment (reflection) in learning
      • 2. encourages teacher and peer dialogue around learning
      • 3. helps clarify what good performance is (goals, criteria, expected standards)
      • 4. provides opportunities to close the gap between current and desired performance
      • 5. delivers high quality information to students about their learning
      • 6. encourages positive motivational beliefs and self-esteem
      • 7. provides information to teachers that can be used to help shape the teaching
      HEA good feedback principles
    • 13. http://audiofeedback.wetpaint.com/
    • 14. http://audiofeedback.wetpaint.com/
    • 15.
      • Pick a birthday present
      • … for your new partner.
      • Use
      • catalogues
      • coloured card
      • blue tag
      • provided.
      • Give it to your partner.
      • Receiver: Please provide feedback
      • Make a portrait
      • … of your new partner.
      • Use
      • card
      • crayons
      • provided.
      • Give it to your partner.
      • Receiver: Please provide feedback