Feed-forward approaches for enhancing assessment and feedback


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Jisc Assessment and Feedback programme webinar session slides on the topic of feedforward and its importance in the feedback process.

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Feed-forward approaches for enhancing assessment and feedback

  1. 1. JISC Assessment and Feedback ProgrammeWebinarFeed-forward19 June 201312.00 - 13.00
  2. 2. Rola Ajjawi Dundee InterACT r.ajjawi@dundee.ac.ukGunter Saunders Westminster MACE G.Saunders@westminster.ac.ukPeter Chatterton Daedalus e-WorldCritical Friend peter.chatterton@daedalus-e-world.comPresenters
  3. 3. Agenda• Introduction and webinar objectives• Feed-forward approaches and why they are important for engaging students.• Institutional experiences of designing and adopting feed-forward approaches.• Benefits, impact and challenges from using feed-forward approaches.• Discussion of barriers and enablers for implementing feed-forward approachesin different institutions.
  4. 4. Feed-forward approachesand why they are importantfor engaging students
  5. 5. InterACT Projectinteract@dundee.ac.ukhttp://blog.dundee.ac.uk/interact/
  6. 6. What is feedforward?According to Hattie and Timperley 2007,feedback encapsulated:1. Where am I going2. How am I going3. Where to next (how do I get there?)The third question constitutes feedforward
  7. 7. InterACT Learning principle 1.Afford opportunities for feedbackto be used in future assignments• Feedback should not be viewed as singleoccurrence (Boud and Molloy, 2013)• Programmatic approach is needed
  8. 8. Formative assessmentMedium stakes assessmentHigh stakes assessmentChapters 2 4 6 8 10Chapters 2 4 6 8 10Chapters 2 4 6 8 10Chapters 2 4 6 8 10Equivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersPG Certificate in Medical EducationEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersEquivalent 2chaptersRevised PG Certificate in Medical Education©Mark Russell 2010University of HertfordshireESCAPE project1. Curriculum mapping
  9. 9. 2. Assessment repository• Developed a repository where all students’work can be held for tutors to easily accessprevious feedback“It’s great being able tosee previous feedbackso easily”
  10. 10. 3a. Student scaffolding CPWe ask students to tell us how previous feedback hasinformed this assignment on each cover page (CP)• “It made me realise that instead of focusing on a single ora few key teaching principles, I focused on many of themwithout going into much detail”• “Feedback that my writing style was agreeable wasreassuring. I appreciated knowing my use of literature wasvalid so have tried to continue applying the literature tomy work”• “I tried to be careful to define and reference jargon”• “It was really helpful in writing present assignment”
  11. 11. 3b. Student scaffolding wiki• We ask students to reflect on their feedbackand to tell us what they have learned andwhat they will do differently in the future• We can then match these up with the coverpage responses to evidence learning fromfeedback in future assignments
  12. 12. 4. Faculty development• In assessment design that takes into accountsequencing• To ensure that tutors are aware of need forfeedback to be forward-looking• Audit based on Hattie & Timperley (2007)• Prompt students to develop future orientatedplans• Use questions in feedback to prompt furtherlearning
  13. 13. Key challenge: Feedback must betimelyNot fixed time, rather in time for students to• Receive feedback• Understand feedback• Clarify feedback• Submit next assignment with modifications
  14. 14. There is no point in giving feedback to alearner unless the learner acts on it:does[thinks] something concrete anddifferently because of it (Steve Draper)http://www.psy.gla.ac.uk/~steve/rap/fprompt.html
  15. 15. References• Ajjawi, R., Schofield, S., McAleer, S., & Walker, D.(2013). Assessment and feedback dialogue inonline distance learning. Medical Education, 47(5),527-528.• Hattie, J., & Timperley, H. (2007). The Power ofFeedback. Review of Educational Research, 77(1),81-112.• Russell, M. & Bygate, D. 2010. Assessment forLearning: An introduction to the ESCAPE project.Blended Learning in Practice, 38-48.
  16. 16. University of WestminsterMAC - Making Assessment CountAlso implemented at:• Cardiff Metropolitan University• University of Greenwich• City Universityhttp://macplus.pbworks.com
  17. 17. MAC and E-ReflectFeedback+www.feedback-plus.it
  18. 18. SOS Model
  19. 19. MAC process - through a programme
  20. 20. Question Response Option Corresponding feedbackWhen you receivedyour courseworkback, what did youdo with it?Read feedback thoroughlyand observed gradeGood work - Tutors provide feedback on specific and general areas related tothe coursework that will help you to improve your skills and knowledge and toenhance your academic development. Engaging with the feedback isimportant, therefore, what will you do with the feedback that you havereceived? Why not try to write down a few bullet points or actions detailinghow you could use feedback in a practical way to your next assignment? Thisis called feeding forward. You could even try to think about how yourfeedback could be applied across other modules and assessment tasks.Observed the grade andscan read feedbackEngaging with the feedback supplied by the tutor is an important part of theassessment process. Tutors provide feedback on specific and general areasrelated to the coursework that will help develop you academically. Therefore,spending some additional time reading through the feedback supplied isparamount to your development.It could be helpful to write down a few bullet points or actions detailing howyou could use feedback in a practical way to your next assignment. This iscalled feeding forward. You could even try to think about how your feedbackcould be applied across other modules and assessment tasks.I looked at my grade, butdid not read the tutor’scommentsEngaging with the feedback supplied by the tutor is a vitally important part ofthe assessment process. Tutors provide feedback on specific and generalareas related to the coursework that will help you to improve your skills,knowledge and understanding, thereby enhancing your academic progress.Spending time reading and thinking about the feedback supplied is helpfulbecause it is a chance to identify both your strengths and weaknesses. Youcan then begin to consider how this feedback could be used in a practical wayby jotting down some bullet points or actions that can be applied to futureassessment tasks. This will improve your chances of getting a better gradenext time.http://macplus.pbworks.com/w/page/48875251/Cityhttp://macplus.pbworks.com/w/page/48875245/Cardiff%20Metropolitan
  21. 21. Feed-forward approaches - why they are importantfor engaging students• Making the most of feedback• Developing the individual• Addressing national agenda linked to NSS• Turning back the clocko Linking students with their work and their tutorso Building academic community dialogue• They can make use of technology• Addressing modularisation issues
  22. 22. Questions?
  23. 23. Institutional experiencesof designing and adoptingfeed-forward approaches
  24. 24. ActivityType into the text-chat any experiences youhave had in designing and adopting feed-forward approaches.
  25. 25. Dundee:• Need to link in with existing curriculumreview or institutional activities• Need to get buy-in from staff• Need to communicate to students clearlythat there is sequencing and why• Needs to be valuable for students and staff• Gain efficiencies in the system tocompensate• Has to be streamlined and simple to use
  26. 26. Westminster:• Hard to get buy-in even with senior supporto Central vs devolved• Needs to be simple• Helps if its proven• Needs to come at the right time• Has to fit in with local/institutional initiatives
  27. 27. Benefits, impact and challengesfrom usingfeed-forward approaches
  28. 28. ActivityType into the text-chat what you see are thekey benefits, impact and challenges from usingfeed-forward approaches
  29. 29. Dundee:• Staff satisfaction as you see a difference infuture work as a result of feedback• Holistic approach to learning by students• Fosters a developmental approach tofeedback• Closes the evaluation loop for tutor
  30. 30. Westminster:• Raises the profile of assessment• Can increase student:tutor dialogue• Close the circle on assessment/development• Changing the predominant teaching paradigm• Addressing technology use barriers• Engages students in the assessment debate• Sustainability
  31. 31. Barriers and enablersfor implementingfeed-forward approachesin different institutions
  32. 32. ActivityType into the text-chat any barriers (& enablers)that you would encounter in your institution.
  33. 33. Dundee:• Feedback not timely• Student not understanding feedforward• Tutors not understanding feedforward• Assignments are not sequenced• Technology
  34. 34. Westminster:• Different cultures• Use of non-mainstream tools/systems• Compliance issues• Work through individuals with wide role• Wide dissemination approaches• Human connectors
  35. 35. QuestionFrom what you have heard today, will you be looking atfeed-forward approaches in your institution?A - YesB - NoC - We already areD - MaybeE - Other(use the text chat for comments)