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![There is no point in giving feedback to a
learner unless the learner acts on it:
does[thinks] something concrete and
differently because of it (Steve Draper)
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Feed-forward approaches for enhancing assessment and feedback
- 1. JISC Assessment andFeedback Programme Webinar Feed-forward 19 June 2013 12.00 - 13.00
- 2. Rola Ajjawi DundeeInterACT r.ajjawi@dundee.ac.uk Gunter Saunders Westminster MACE G.Saunders@westminster.ac.uk Peter Chatterton Daedalus e- World Critical Friend peter.chatterton@daedalus-e-world.com Presenters
- 3. Agenda • Introduction andwebinar 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 approaches in different institutions.
- 4. Feed-forward approaches and whythey are important for engaging students
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- 6. What is feedforward? Accordingto Hattie and Timperley 2007, feedback encapsulated: 1. Where am I going 2. How am I going 3. Where to next (how do I get there?) The third question constitutes feedforward
- 7. InterACT Learning principle1. Afford opportunities for feedback to be used in future assignments • Feedback should not be viewed as single occurrence (Boud and Molloy, 2013) • Programmatic approach is needed
- 13. Formative assessment Medium stakesassessment High stakes assessment Chapters 2 4 6 8 10 Chapters 2 4 6 8 10 Chapters 2 4 6 8 10 Chapters 2 4 6 8 10 Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters PG Certificate in Medical Education Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Equivalent 2 chapters Revised PG Certificate in Medical Education ©Mark Russell 2010 University of Hertfordshire ESCAPE project 1. Curriculum mapping
- 14. 2. Assessment repository •Developed a repository where all students’ work can be held for tutors to easily access previous feedback “It’s great being able to see previous feedback so easily”
- 15. 3a. Student scaffoldingCP We ask students to tell us how previous feedback has informed this assignment on each cover page (CP) • “It made me realise that instead of focusing on a single or a few key teaching principles, I focused on many of them without going into much detail” • “Feedback that my writing style was agreeable was reassuring. I appreciated knowing my use of literature was valid so have tried to continue applying the literature to my work” • “I tried to be careful to define and reference jargon” • “It was really helpful in writing present assignment”
- 16. 3b. Student scaffoldingwiki • We ask students to reflect on their feedback and to tell us what they have learned and what they will do differently in the future • We can then match these up with the cover page responses to evidence learning from feedback in future assignments
- 17. 4. Faculty development •In assessment design that takes into account sequencing • To ensure that tutors are aware of need for feedback to be forward-looking • Audit based on Hattie & Timperley (2007) • Prompt students to develop future orientated plans • Use questions in feedback to prompt further learning
- 18. Key challenge: Feedbackmust be timely Not fixed time, rather in time for students to • Receive feedback • Understand feedback • Clarify feedback • Submit next assignment with modifications
- 19. There is nopoint in giving feedback to a learner unless the learner acts on it: does[thinks] something concrete and differently because of it (Steve Draper) http://www.psy.gla.ac.uk/~steve/rap/fprompt.html
- 20. References • Ajjawi, R.,Schofield, S., McAleer, S., & Walker, D. (2013). Assessment and feedback dialogue in online distance learning. Medical Education, 47(5), 527-528. • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. • Russell, M. & Bygate, D. 2010. Assessment for Learning: An introduction to the ESCAPE project. Blended Learning in Practice, 38-48.
- 21. University of Westminster MAC- Making Assessment Count Also implemented at: • Cardiff Metropolitan University • University of Greenwich • City University http://macplus.pbworks.com
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- 24. MAC process -through a programme
- 25. Question Response OptionCorresponding feedback When you received your coursework back, what did you do with it? Read feedback thoroughly and observed grade Good work - Tutors provide feedback on specific and general areas related to the coursework that will help you to improve your skills and knowledge and to enhance your academic development. Engaging with the feedback is important, therefore, what will you do with the feedback that you have received? Why not try to write down a few bullet points or actions detailing how you could use feedback in a practical way to your next assignment? This is called feeding forward. You could even try to think about how your feedback could be applied across other modules and assessment tasks. Observed the grade and scan read feedback Engaging with the feedback supplied by the tutor is an important part of the assessment process. Tutors provide feedback on specific and general areas related to the coursework that will help develop you academically. Therefore, spending some additional time reading through the feedback supplied is paramount to your development. It could be helpful to write down a few bullet points or actions detailing how you could use feedback in a practical way to your next assignment. This is called feeding forward. You could even try to think about how your feedback could be applied across other modules and assessment tasks. I looked at my grade, but did not read the tutor’s comments Engaging with the feedback supplied by the tutor is a vitally important part of the assessment process. Tutors provide feedback on specific and general areas 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 helpful because it is a chance to identify both your strengths and weaknesses. You can then begin to consider how this feedback could be used in a practical way by jotting down some bullet points or actions that can be applied to future assessment tasks. This will improve your chances of getting a better grade next time. http://macplus.pbworks.com/w/page/48875251/City http://macplus.pbworks.com/w/page/48875245/Cardiff%20Metropolitan
- 26. Feed-forward approaches -why they are important for engaging students • Making the most of feedback • Developing the individual • Addressing national agenda linked to NSS • Turning back the clock o Linking students with their work and their tutors o Building academic community dialogue • They can make use of technology • Addressing modularisation issues
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- 28. Institutional experiences of designingand adopting feed-forward approaches
- 29. Activity Type into thetext-chat any experiences you have had in designing and adopting feed- forward approaches.
- 30. Dundee: • Need tolink in with existing curriculum review or institutional activities • Need to get buy-in from staff • Need to communicate to students clearly that there is sequencing and why • Needs to be valuable for students and staff • Gain efficiencies in the system to compensate • Has to be streamlined and simple to use
- 31. Westminster: • Hard toget buy-in even with senior support o Central vs devolved • Needs to be simple • Helps if it's proven • Needs to come at the right time • Has to fit in with local/institutional initiatives
- 32. Benefits, impact andchallenges from using feed-forward approaches
- 33. Activity Type into thetext-chat what you see are the key benefits, impact and challenges from using feed-forward approaches
- 34. Dundee: • Staff satisfactionas you see a difference in future work as a result of feedback • Holistic approach to learning by students • Fosters a developmental approach to feedback • Closes the evaluation loop for tutor
- 35. Westminster: • Raises theprofile 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
- 36. Barriers and enablers forimplementing feed-forward approaches in different institutions
- 37. Activity Type into thetext-chat any barriers (& enablers) that you would encounter in your institution.
- 38. Dundee: • Feedback nottimely • Student not understanding feedforward • Tutors not understanding feedforward • Assignments are not sequenced • Technology
- 39. Westminster: • Different cultures •Use of non-mainstream tools/systems • Compliance issues • Work through individuals with 'wide' role • Wide dissemination approaches • Human connectors
- 40. Question From what youhave heard today, will you be looking at feed-forward approaches in your institution? A - Yes B - No C - We already are D - Maybe E - Other (use the text chat for comments)