- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement. - Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers. - The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.

1. “There is nothing more powerful in influencing what our students do, how they do it
and what they learn than what we do in assessment & feedback” (Boud, 2010)
Feedback workout
with Chrissi Nerantzi @chrissinerantzi
Centre for Excellence in Learning and Teaching
4 September 2014
counts towards:

2. The plan in 3 parts
• Part 1: Reflect on current practice
• Part 2: Share ideas
• Part 3: Identify opportunities for change
What would
you like to
take away
from this
session?

3. Reflecting on current practice
Image source: https://flic.kr/p/aCpzYq

4. Current feedback practice
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What kind of feedback do your
students receive?
When does it occur in the learning
process?
What methods do you use?
How often?
Do you use…. Feedback plan – MMU Feedback guidelines - Feedback template -
Marking grid – a standardised feedback approach across a
unit/programme
What feedback do you get about
providing feedback?
How could you improve your
feedback practice further?
What are you going to do and why?
Pleasecompletethissectionbefore/atthestartoftheworkshop
Activity

5. Activity

6. Sharing ideas
Image source: https://flic.kr/p/apty1g

7. Create
• … a portrait of the person
sitting next to you
• Show the portrait to the
person you drew
• Provide feedback
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Image source: http://fc01.deviantart.net/fs70/f/2012/270/4/3/melting_crayons_by_annieqiu26-d5g33cw.jpg
Activity

8. Principles of good feedback
1. Facilitates the development of self-assessment (reflection) in
learning.
2. Encourages teacher and peer dialogue around learning.
3. Helps clarify what good performance is (goals, criteria, expected
standards).
4. Provides opportunities to close the gap between current and
desired performance.
5. Delivers high quality information to students about their learning.
6. Encourages positive motivational beliefs and self-esteem.
7. Provides information to teachers that can be used to help shape
the teaching.
(Juwah et al, 2004, 6.)

10. • Title
• Expected size of submission
• Weighting of task
Key detail
• Short description of what is expectedOverview
•Submission date
•Submission arrangements
•Feedback date
Submission
• Marking Criteria
• Feedback planMarking
Assignment Brief

11. • You will receive your feedback in the form of annotations on
the text and a copy of the marking criteria, highlighted to
show what level you achieved.
Feedback 1
• You will receive your feedback in an audio file. The mark will
be provided separately, in Moodle
• I will not annotate your submission.
Feedback 2
• You will receive your feedback on a standard departmental
feedback sheet.
• The submission will not be returned to you: keep a copy.
Feedback 3
• Generic feedback will be given to the whole class at the
session on 10 January.
• You will receive a copy of the marking criteria, highlighted to
show what level you achieved.
Feedback 4

12. Food for thought
Feedback by:
• Tutor
• Student
• Peers
Feedback for:
• 1 person
• A small group
• Class/cohort
Feedback linked to
• Learning outcomes
• Assessment criteria
Feedback
• Private
• Openly-shared
Feedback
• Formative
• Summative
Feedback types
• Oral
• Written
• Audio
• Video
• Screencast
• Annotated
Feedback tools
• Feedback plan
• Feedback guidelines
• Feedback template
• Marking grid
Feedback
• Generic
• Personal
• Conversational
• Motivational
• Positive language
Feedback strategies
• OU Feedback Sandwich
(positive – improve – positive)
• Generations of Feedback
(Boud)
Mark 0 (tutor-led, conventional) –
Mark 1 (student-led generic,
dialogic but closed) – Mark
2(student-led focused, dialogic
and open)

13. Identifying opportunities for change
Image source: https://flic.kr/p/bkqXCF

14. Critique
“Solange arrives at her English university. She is a keen student and wants to do well.
After a few weeks, she is asked to write an assignment. When she sits at her
computer, she finds that she can only think of the complex ideas she has grappled
with on the course in her mother tongue, which is not English. It is an enormous strain
to write these ideas and she cannot think directly in English. She has to translate her
thoughts one by one. When she gets the essay back, she is extremely disappointed
with her mark. She is used to excellent results. Some of the feedback relates to her
use of English and is very discouraging. Her tutor has written:
‘There are hints of some interesting ideas in this essay but they are often difficult to
understand because you do not express them clearly. Please check your English
carefully before you hand in your work There are too many errors here.’” (Duhs, 2010,
6)
Discuss the feedback. Try to redraft it so that it feeds forward
and helps Solange to feel less apprehensive about her next essay.
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Activity

15. MMU feedback procedures
access, reflect and discuss
• MMU feedback procedures
at http://www.mmu.ac.uk/academic/casqe/regul
ations/docs/feedback.pdf
• Revisit your Current Feedback Practice sheet and
complete the last section.
• Discuss with colleagues your feedback practice
and create/enhance a feedback plan as a
member of a unit and/or programme team.
Activity

16. FLEX activities can be linked to
• current CPD
• past CPD
• and be subject-specific or generic.
Successful completion of FLEX can
• support the submission of a PSF Fellowship application
• help you gain 15 or 30 academic credits at
Postgraduate level towards the PGCAP or MA in
Academic Practice
• help you gain open FLEX badges (under development)
practice-based CPD
captured in a
portfolio
Engage!
More info about FLEX at www.celt.mmu.ac.uk/flex

17. References
Boud (2010) Keynote, University of Salford Assessment and Feedback Good
Practice event, 6 July 2010
Duhs, R. (2010) ‘Please, no exam”’ Assessment strategies for international
students, in: SEDA Educational Developments, Issue 11.4, Dec, pp. 3-6
Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B.
(2004). Enhancing student learning through effective formative feedback, Higher
Education Academy in partnership with the University of Central England:
Birmingham.
Resources
CELT Feedback resources, see http://www.celt.mmu.ac.uk/feedback/types.php
HEA Assessment and feedback resources, see
https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-
feedback
JISC Transforming Assessment and Feedback for Institutional Change (TRAFFIC
project), see http://lrt.mmu.ac.uk/traffic/what-do-you-do-with-feedback/
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