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1. Feedback on feedback: Engaging
students in the feedback process
Dr Clare Carruthers
Mrs Brenda McCarron
Dr Adrian Devine
Dr Peter Bolan
Dr Una McMahon Beattie
2. Feedback on feedback: Engaging
students in the feedback process
Background
On-going Championing of the
embedding of the Ulster
Principles of A&F:
Engaging students in A&F
processes
Presentation to final years -
“Focus on Feedback” Guide
3. Feedback on feedback: Engaging
students in the feedback process
• No awareness of guide;
• Issues surrounding
understanding of
terminology and
assessment criteria;
• Disengagement;
• Recognise feedback as
mark and comments only.
4. Feedback on feedback: Engaging
students in the feedback process
• No recognition of
feedback
opportunities;
• Feedback
twice, maybe three
times per semester?
5. Feedback on feedback: Engaging
students in the feedback process
No recognition various
opportunities:
• Tutorials;
• Verbal;
• Supervisory meetings;
• Advice on drafts;
• Feedback on exams;
• Model answers.
6. Feedback on feedback: Engaging
students in the feedback process
Students were very
familiar with the various
different types of
assessment, but were
far less familiar with
these key aspects
feedback
7. Feedback on feedback: Engaging
students in the feedback process
Engagement And
Feedback - Our
Feedback Challenge
How do we ensure that
students understand
the importance of
feedback, that they
recognise feedback
opportunities and that
they use feedback
appropriately?
8. Feedback on feedback: Engaging
students in the feedback process
Engagement with feedback –
a work in process
Initiatives:
• “Focus on Feedback” guide;
• Engagement/debate;
• Innovation/creative
approaches.
9. Feedback on feedback: Engaging
students in the feedback process
Departmental projects –
Audio Feedback:
Engaging Students
in the process
• Audio feedback via
Wimba
• Follow up survey -
39/147 – 27%
10. Feedback on feedback: Engaging
students in the feedback process
Results Snapshot
• 95% accessed the
feedback;
• 62% prefer to receive
feedback via a
combination of
mechanisms
• 77% - like to see more;
• 77% - refer to again for
future work.
11. Feedback on feedback: Engaging
students in the feedback process
”I was surprised
that I was comfortable with the
new audio style feedback, it
definitely was convenient for
me, and that I was able to “you can hear
gauge the lecturers feelings of what areas of your essay you
my work as it was a private did well in and what areas
conversation rather than in you can improve upon for
class” future essay submissions, in
relation to the
content, structure and
referencing”
12. Feedback on feedback: Engaging
students in the feedback process
“I found the audio
feedback very useful as it was very
accessible, high quality, easy to
use, easy to understand, clear
and concise. I feel that it is a very
useful tool as I am able to go and
“I found this form of
listen to the feedback when I want
feedback very interesting and
so that I can keep up to date on
found
where I am
it encouraged me to take on board
going wrong”
the comments made, as
sometimes when directly reading
comments I tend to just skim over
them quickly rather than actually
taking in what
feedback has been given”
13. Feedback on feedback: Engaging
students in the feedback process
What they liked about it:
Convenience;
Effectiveness;
• Constructive for future
work;
• Personalised;
• Flexibility in Accessing
and re-accessing;
• Listen and read through
work simultaneously.
14. Feedback on feedback: Engaging
students in the feedback process
What they had
reservations about:
Deterioration in student-
teacher relationship;
• Opportunity to ask
questions/seek clarity;
• A few technical issues
15. Feedback on feedback: Engaging
students in the feedback process
.
What we liked about it:
Time efficiencies?
• Ability to give more
detailed, depth
feedback;
• Incorporation into the
VLE
16. Feedback on feedback: Engaging
students in the feedback process
What we had
reservations about:
• Time efficiencies?
• Technical issues
• Learning Curve.
17. Feedback on feedback: Engaging
students in the feedback process
Taking things forward
• Briefing staff;
• Briefing students.
18. Feedback on feedback: Engaging
students in the feedback process
• Expansion of the project
- 2012-13;
• Staff development and
PSR activity etc.
19. Feedback on feedback: Engaging
students in the feedback process
CHEP Development Fund
Project 2012-13
• Five case studies
• Formative and
summative assessment
• Semester one and two
• Survey, staff and student
focus groups, staff
reflective logs
20. Feedback on feedback: Engaging
students in the feedback process
Key Issues:
• Recognising differences
in understanding;
• Engaging students -
activities and
terminology;
• Work in Progress
Editor's Notes
Appointment of Departmental ChampionsPresentation to final years by Student Engagement Officer of UUSUBased on the UUSU “Focus on Feedback” Guide
Recognition feedback as mark and comments received some time after submission i.e. summative;
No recognition of the various opportunities for engaging with feedback, in particular formative feedback; Students only recognised that they received feedback twice, maybe three times per semester;Lecturers recognise that they provide feedback perhaps as frequently as weekly.
No recognition of the following opportunitiesTutorials to support preparation of upcoming seminars/presentations;Verbal feedback provided immediately following presentations/seminars;Weekly/fortnightly meetings supporting, reviewing and giving feedback for research papers/business plans;Advice on the content/drafts of essays, projects, reports etc.;Opportunities to receive feedback on examinations;Model answers in advance of exams.
Students were very familiar with the various different types of assessment, but were far less familiar with these key aspects feedbackThe biggest issue was surrounding the terminology,if they don’t recognise they are receiving feedback, their experience of it and the translationof that to the NSS is obvious
Engaging students in the “language” of feedback.Essentially how do we engage students in the feedback process and how do we know that/when we have engaged them or not?
Initiatives:“Focus on Feedback” guide available within Course Support Areas for every course in Blackboard Learn;Incorporation of the content of the guide within Study Skills module in year one;Engagement/debate with students on the various feedback mechanisms – what mechanisms do they like and why? Which are most useful to them? What mechanisms of feedback do they find most useful for different types of assessment? – not necessarily formalInnovation/creative approaches to feedback – audio, podcasting, video, smartphone feedback etc.
Audio feedback provided to final year (L6) and second year (L5) students via Wimba Voice Authoring within the VLEFeedback was for individual essaysStudents advised that audio feedback was available and where Initially students were invited to comment on what they thought of this feedback mechanismThis as followed up with a survey of 39/147 – 27% response rate.
62% prefer to receive feedback via a combination of mechanisms – f2f, audio, written annotations, assessment grids etc.87% - allowed them to see where they did well;95% - showed them where they could have improved performance.
Additional Comments: “I was able to read through the essay along with the points you made. It did feel more personal than getting the written comments.”
Additional Comments - “I believe this form of feedback is not only extremely informative but an easier way for students to understand where they picked up marks and lost marks in their essay”
Deterioration in student-teacher relationship;No immediate opportunity to ask questions/seek clarity on points made;Would also like to see written annotations on the actual hard copy of coursework;A few technical issues.
Word count comparison – 376 vs. 129.
Learning Curve – the technical training – support has been excellent, saving files, using the wimba, updating Java etc
Briefing staff – setting up training - TFLBriefing students – expectations, accessing their feedback, technical issues and how to address them;Including details of audio feedback expectations in module handbooks;
Expansion of the project - CHEP Dev Fund Project Focusing on A&F activities and innovative technologies in other ways across the department e.g. through staff development and PSR activity etc.
Five case studiesFormative and summative assessmentSemester one and twoAll UG levelsClass test, group presentations, seminar papers, individual reports, research papers/business plansResearch Instruments – survey, staff and student focus groups and staff reflective logsInterim results
