Assessment feedback:changing student attitudesAlex Bols, Assistant Director (Research) &     Head of Higher Education, NUS...
QAA Quality Code – T&L  Using appropriate evidence, higher     education providers create, and systematically address oppo...
"All I get is a grade next to my      matriculation number   without any indication on    how Im actually doing"
“I got an essay back where the only comment was usea bigger text size’, there was nothing on how to improve          my gr...
“For a rather lengthy   scientific report, the   feedback I receivedconsisted of a mere 2 ticks  and a question mark”
Chart 3: Just over half (52%) of students said their feedback  motivates them to studyQ35. To what extent do you agree wit...
Ways of receiveing feedback                                                                                        n=4981 ...
How long, on average, does it take for you to receive feedback on your coursework/exam results?Institution               L...
How often, if at all, do you have the opportunity for feedback on your work which does not formally                       ...
Feedback on exams whilst at university                                                                                n=45...
T – TimelyA – AccessibleL- LegibleK - Konstructive
Why this issue may be a     Area of student concern   Why this issue may be a  concern for students                       ...
NUS Principles: Feedback…      Assessment…                               1. Should be for learning, not simply of1. Should...
Key Information Set     Proportions of students at the university6       satisfied or very satisfied with their   41.7%   ...
Chart 2: There is still a disconnect between how involved    students feel they are in shaping their course and how    inv...
65% of students believe that if they are     expected to pay more for their university       experience they would have hi...
Table 1: Percentage of students that rated themselves against the     dichotomy of students considering themselves in a co...
Table 2: Subject based dichotomy of students considering themselves in a                        community of learning or a...
Why this issue may be a     Area of student concern   Why this issue may be a  concern for students                       ...
Alex bols hea workshop 19th april 2012
Alex bols hea workshop 19th april 2012
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Alex bols hea workshop 19th april 2012

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Alex bols hea workshop 19th april 2012

  1. 1. Assessment feedback:changing student attitudesAlex Bols, Assistant Director (Research) & Head of Higher Education, NUS alex.bols@nus.org.uk
  2. 2. QAA Quality Code – T&L Using appropriate evidence, higher education providers create, and systematically address opportunities to improve, an environment that encourages high-quality learning for all students.DRAFT TEXT
  3. 3. "All I get is a grade next to my matriculation number without any indication on how Im actually doing"
  4. 4. “I got an essay back where the only comment was usea bigger text size’, there was nothing on how to improve my grade"
  5. 5. “For a rather lengthy scientific report, the feedback I receivedconsisted of a mere 2 ticks and a question mark”
  6. 6. Chart 3: Just over half (52%) of students said their feedback motivates them to studyQ35. To what extent do you agree with the following statements about feedback you receive? The feedback I receive …… … makes it clear 78% how well I have performed on the 3 4 7 8 24 35 19 coursework assignment/ task … makes it clear 58% how to improve my performance on 6 9 14 13 30 20 8 future coursework assignments/ tasks 52% … motivates me to 5 6 10 26 23 20 9 study % 1 - Totally disagree 2 3 4 - Neither agree nor disagree 5 6 7 - Totally agreeBase: All receiving feedback (3120)
  7. 7. Ways of receiveing feedback n=4981 How do you receive feedback? Which would be the most useful way to receive feedback?100.0% 90.0% 86.1% 74.9% 77.9% 79.3% 80.0% 70.0% 66.1% 56.3% 53.2% 54.8% 60.0% 46.6% 46.6% 47.4% 50.0% 39.3% 42.3% 37.6% 40.0% 32.8% 35.6% 32.5% 30.0% 21.2% 17.6% 19.7% 18.7% 16.9% 14.1% 13.0% 20.0% 10.0% 1.1% 0.6% 0.0% Written grades Written Online Verbal Verbal Oral Performance In-person Coursework Exam marking Dialogue with Laboratory Other / marks comments comments feedback feedback assessment review feedback feedback an academic assessment provided in an provided in a individual group meeting meeting with with the the tutor/lecturer tutor/lecturer who set the who set the work work
  8. 8. How long, on average, does it take for you to receive feedback on your coursework/exam results?Institution Less than a week One to two weeks Three to four weeks Five to six weeks Seven weeks or more1994 Group 8.5% 41.2% 35.9% 10.9% 3.5%Guild HE 3.0% 22.2% 54.0% 16.7% 4.0%Million + Group 7.7% 30.3% 46.7% 12.1% 3.3%Non aligned 8.0% 33.7% 39.6% 15.5% 3.2%Russell Group 12.1% 38.5% 38.0% 7.5% 3.9%University Alliance Group 9.6% 42.0% 32.6% 8.0% 7.8%
  9. 9. How often, if at all, do you have the opportunity for feedback on your work which does not formally contribute to your overall degree grade? n=476025.0% 21.6% 20.2%20.0% 18.2%15.0% 14.4% 10.5%10.0% 7.6% 5.1% 5.0% 2.4% 0.0% More than once a Once a week Once a fortnight Once a month Once every 6 months Once a year Never Other week
  10. 10. Feedback on exams whilst at university n=4535 Which, if any, of the following ways do you receive feedback on your exams whilst at university? (tick all that apply) Which, if any, of the following ways would be the most useful way for you to receive feedback on your exams? (tick all that a pply)90.0% 83.0%80.0% 71.8% 71.2%70.0%60.0% 50.5%50.0% 39.3%40.0% 35.8%30.0% 20.1% 21.3%20.0% 15.1% 10.5%10.0% 6.9% 4.2%0.0% Written grades / marks Written comments Online comments Verbal feedback provided in an Verbal feedback provided in a Other individual meeting with the group meeting with the tutor/lecturer who set the work tutor/lecturer who set the work
  11. 11. T – TimelyA – AccessibleL- LegibleK - Konstructive
  12. 12. Why this issue may be a Area of student concern Why this issue may be a concern for students concern for students that identify as co-producers that identify as consumersI have paid for a service Timeliness of the Feedback that is returned and I therefore feedback after four or more weeks after the assessment will expect it to be be so far from the event delivered on time that it won’t be useful as part of learning processI expect the feedback to Method by which they Whilst I would like written delivered in the receive feedback feedback the most useful way for me to method most understand areas of appropriate to my improvement is through needs – rather than face-to-face discussions the needs of the academicI am paying the expert to Detailed feedback I am less concerned by give their thoughts on detailed written comments and more my work and so I about having a dialogue expect lots of detail on specific aspects for improvementI want good feedback to Usefulness of feedback I want good quality feedback help me identify how for their learning to highlight areas where I can improve and I can pass my exam deepen my learning
  13. 13. NUS Principles: Feedback… Assessment… 1. Should be for learning, not simply of1. Should be for learning, learning not just of learning 2. Should be reliable, valid, fair and2. Should be a continuous consistent process 3. Should consist of effective and3. Should be timely constructive feedback 4. Should be innovative and have the4. Should relate to clear capacity to inspire and motivate such as criteria with the use of technology5. Should be constructive 5. Should measure understanding and6. Should be legible and application, rather than technique and memory clear 6. Should be conducted throughout the7. Should be provided on course, not simply positioned as a finale exams event8. Should include self- 7. Should develop key skills such as peer assessment and peer-to- and reflective assessment 8. Should be central to staff development and peer feedback teaching strategies, and frequently9. Should be accessible to reviewed all students 9. Should be of a manageable amount for10.Should be flexible and both students and tutors 10. Should encourage dialogue between suited to students’ needs students and their tutors, and students
  14. 14. Key Information Set Proportions of students at the university6 satisfied or very satisfied with their 41.7% feedback on assessment Proportion of the assessment that is by11 35.2% coursework
  15. 15. Chart 2: There is still a disconnect between how involved students feel they are in shaping their course and how involved they want to be Q26. How involved do you believe you are in shaping the content, curriculum or design of your course? Q27. How involved do you want to be in shaping the content, curriculum or design of your course? How involved do you believe you are in shaping the content of your course? How involved do you want to be? 31 28 21 20 17 13 13 14 14 10 7 5 2 2 1 - Not at 2 3 4- 5 6 7 - Very all involved Somewhat invloved invlovedBase: All answering Section 4 (3179)
  16. 16. 65% of students believe that if they are expected to pay more for their university experience they would have higher expectations NUS/HSBC Student Experience Report (2010)“this market totalitarianism will utterly and irreversibly transform the relationship between institutions and students…If students are to pay hugely increased fees, then they must have increased rights and increased power.” Aaron Porter, NUS President, Nov 2010
  17. 17. Table 1: Percentage of students that rated themselves against the dichotomy of students considering themselves in a community of learning or as consumers 1 2 3 4 5 6 7 8 9 10I am a student 11 10 16 11 18 8 8 7 4 7 I am a engaged in a custome community of r and learning expect- all students the service I have paid for
  18. 18. Table 2: Subject based dichotomy of students considering themselves in a community of learning or as consumers 1 2 3 4 5 6 7 8 9 10 Medicine and dentistry studentsI am a student 22 14 18 9 10 11 2 7 3 5 I am a engaged in a customer and community of expect the learning service I have paid for Business and administration studentsI am a student 6 7 9 10 24 13 8 6 5 12 I am a engaged in a customer and community of expect the learning service I have paid for Historical and philosophical studiesI am a student 13 11 12 20 16 5 12 5 2 3 I am a engaged in a customer and community of expect the learning service I have paid for
  19. 19. Why this issue may be a Area of student concern Why this issue may be a concern for students concern for students that identify as co-producers that identify as consumersI have paid for a service Timeliness of the Feedback that is returned and I therefore feedback after four or more weeks after the assessment will expect it to be be so far from the event delivered on time that it won’t be useful as part of learning processI expect the feedback to Method by which they Whilst I would like written delivered in the receive feedback feedback the most useful way for me to method most understand areas of appropriate to my improvement is through needs – rather than face-to-face discussions the needs of the academicI am paying the expert to Detailed feedback I am less concerned by give their thoughts on detailed written comments and more my work and so I about having a dialogue expect lots of detail on specific aspects for improvementI want good feedback to Usefulness of feedback I want good quality feedback help me identify how for their learning to highlight areas where I can improve and I can pass my exam deepen my learning
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