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SALT faculty consultation workshop


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  • 1. Flexible Formative Feedback SALT Faculty Feedback Consultation Workshop
  • 2. Flexible Formative Feedback Faculty Consultation Goals • Map departmental/disciplinary practice • Shape project outputs according to need • Secure staff buy-in to project • Provide evidence base for strategy
  • 3. Flexible Formative Feedback Staff perspective: ‘I just got a pile of 120 exam scripts to mark and I have to get it done in two weeks…’ Issues: • Time pressure • Issues of fairness • Consistency • Corner-cutting/rushing • Generic comments • Learning new technology • Time in front of a screen Strategies: • Perseverance • • • • • • • • Training and support Proper clerical support Access to correct tech – e.g. tablets Openness – information Alternative forms of feedback – audio? Email feedback up front Generic feedback used appropriately Shared generic feedback as feedforward?
  • 4. Flexible Formative Feedback Staff perspective: ‘I always give lots of prompt, individualised feedback on assessed work, but I still get a poor feedback rating on the module review…’ Issues: • • • • • Legibility of feedback What do students actually want/need Usefulness of module review forms? Disengagement with generic feedback Grade eclipsing feedback Strategies: • Rating feedback after a module? • Feedback before grade • Addressing cultures of expectations • Using personal tutor to make connections
  • 5. Flexible Formative Feedback Staff perspective ‘I give plenty of feedback on exam scripts but the students never bother to pick them up…’ Issues: • Summative use only? • Lazy students • Low perception of usefulness Strategies: • Delivered via tutors? • Office hours designed for specific purpose
  • 6. Flexible Formative Feedback Challenges Diverse forms of Feedback delivery Weak uptake of study skills training Ambiguity of role of personal tutor Pressures to adopt E-feedback Weak use of feedback across modules Making space for contact time
  • 7. Flexible Formative Feedback Making an impact • Storing and managing feedback electronically • Making use of feedback for action • Monitoring use of feedback • Embedding study skills into department culture • Piggybacking on personal tutorials • Securing student engagement with feedback
  • 8. Flexible Formative Feedback Feedback Framework Feedback study skills course Using… • Designed for adaptability to discipline • Embedded into level 1 Modules • Delivered via 301 as a study skills course Feedback logbook/ journal Monitored via… • Method for joining up feedback across modules • Compiling feedback • Reflecting on feedback • Identification of action points Personal tutorials • Route in via existing practice • Joining up elements of the student journey • Making a stronger case for usefulness of personal tutorials
  • 9. Flexible Formative Feedback Points for further consideration • What would a feedback course/module look like? How would it be delivered? (similar model to Doctoral Training Centre?) • What platform would be used for a feedback logbook/portfolio? • How can this be used to encourage good feedback practice from teaching staff? • How can this be integrated into employability (i.e. through HEAR/Sheffield Graduate)? • Can the process be professionalised – recognised by potential employers?