Flexible Formative Feedback
SALT
Faculty Feedback Consultation
Workshop
Flexible Formative Feedback
Faculty Consultation Goals
• Map departmental/disciplinary practice
• Shape project outputs ac...
Flexible Formative Feedback
Staff perspective:
‘I just got a pile of 120 exam scripts to mark and I have
to get it done in...
Flexible Formative Feedback
Staff perspective:
‘I always give lots of prompt, individualised feedback on
assessed work, bu...
Flexible Formative Feedback
Staff perspective
‘I give plenty of feedback on exam scripts but the
students never bother to ...
Flexible Formative Feedback
Challenges
Diverse forms of
Feedback delivery

Weak uptake of
study skills training

Ambiguity...
Flexible Formative Feedback
Making an impact
• Storing and managing feedback electronically
• Making use of feedback for a...
Flexible Formative Feedback
Feedback Framework
Feedback
study skills
course

Using…

• Designed for adaptability
to discip...
Flexible Formative Feedback
Points for further consideration
• What would a feedback course/module look like? How would it...
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SALT faculty consultation workshop

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SALT faculty consultation workshop

  1. 1. Flexible Formative Feedback SALT Faculty Feedback Consultation Workshop
  2. 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. 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. 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. 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. 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. 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. 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. 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?

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