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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
- #3 Appointment of Departmental ChampionsPresentation to final years by Student Engagement Officer of UUSUBased on the UUSU “Focus on Feedback” Guide
- #4 Recognition feedback as mark and comments received some time after submission i.e. summative;
- #5 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.
- #6 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.
- #7 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
- #8 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?
- #9 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.
- #10 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.
- #11 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.
- #12 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.”
- #13 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”
- #16 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.
- #17 Word count comparison – 376 vs. 129.
- #18 Learning Curve – the technical training – support has been excellent, saving files, using the wimba, updating Java etc
- #19 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;
- #20 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.
- #21 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