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Inclusive feedback project
This document outlines an inclusive feedback project at HEPP ICCB that aims to improve feedback practices. It involved researching feedback assumptions and student perspectives on feedback purposes. An inclusive feedback model was developed and piloted with audio and video feedback in selected units. Staff and student feedback was positive about the benefits of alternative feedback formats in providing clarity and focus. Next steps include enhancing rubrics, developing a community of practice around feedback design, improving assessment alignment, and increasing student autonomy through self and peer feedback practices. The goal is to help students better self-monitor and regulate learning independently through feedback.
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Inclusive feedback project
- 1. HEPP ICCB INCLUSIVEFEEDBACK PROJECT , Paige Mahoney Project partners Juliana Ryan, Equity & Diversity Wendy Paulitz, Equity & Diversity Christine Oughtred, Library Victoria Grossi, Student Academic and Peer Support
- 2. ASSUMPTIONS Feedback is deliveredone way by a more knowledgeable person to a less knowledgeable person Feedback is complete once this occurs Students access feedback Students understand feedback Students use feedback Feedback helps students learn Feedback helps students improve
- 3. STUDENT PERSPECTIVES WHAT ISTHE PURPOSE OF FEEDBACK? Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved. To help students improve their work and learning (1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved. Room for improvement, knowing what you are good at and what you need help with. It's vital for learning. To inform the student on what they are doing well and what they need to improve on.
- 4. STUDENT PERSPECTIVES WHAT ISTHE PURPOSE OF FEEDBACK? Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved. To help students improve their work and learning (1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved. Room for improvement, knowing what you are good at and what you need help with. It's vital for learning. To inform the student on what they are doing well and what they need to improve on.
- 5. STUDENT PERSPECTIVES IMPORTANCE OFFEEDBACK MODEL I liked it however I felt some comments could have been further explained with a bit more detail to fully understand why we were marked the way we were and how to improve our work. I also would have liked to know where I lost marks as I was told I did a great job but the marking didn't really match
- 6. INCLUSIVE FEEDBACK PROJECT PILOTPROJECT Phase 1: Research and consultation • Interviewed and survey continuing and sessional staff • Literature review
- 7. David Nicol JohnHattie David Boud & Elizabeth Molloy David Carless
- 8. INCLUSIVE FEEDBACK PROJECT PILOTPROJECT Phase 1: Research and consultation • Interviewed and survey continuing and sessional staff • Literature review Phase 2: Develop Inclusive Feedback model • Disseminate for feedback • Reviewed by Reference group
- 14. PROFESSIONAL DEVELOPMENT Assessment andFeedback workshops with sessional staff Integrated unit marking meetings
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- 18. INCLUSIVE FEEDBACK PROJECT PILOTPROJECT Phase 3: Pilot • Audio feedback: two units • Video feedback: two units Phase 4: Evaluation • Staff interviews: continuing and sessional • Student survey • Evaluate feedback quality
- 19. AN EVIDENCE BASEDAPPROACH
- 20. My principles forvideo feedback: What is the best feedback you’ve ever had? What is the purpose of feedback? How can it improve my teaching? http://air.deakin.edu.au/public/media/0_anktxych
- 23. I liked thevideo feedback as sometimes written feedback can be misconstrued…however the intonation gave a better indication of how I actually went Feedback on the feedback
- 24. To what extentdid the feedback you received help your
- 26. Some benefits ofvideo feedback • Greater focus on bigger picture items – things that really matter • Excellent approach for improving quality and comparability of sessional marking
- 27. STUDENT FEEDBACK ON AUDIOFEEDBACK “Hi Unit Chair (and everyone involved in marking), I just wanted to say out of all the external uni courses I have done, the feedback on this assignment (audio, comments, comments within the assignment and Unit Chair’s personal feedback) was the most helpful I have ever received.
- 28. PROGRESS SO FAR Rubric enhancement project DevelopFeedback CoP and pilot Model Constructive alignment Assessment quality Rubric quality Feedback quality
- 29. “Educational interventions thatfocus only on enhancing the quality and quantity of teacher feedback are not sufficient if we wish to develop students' ability to make their own judgements about the quality of work. To achieve this, students also need direct practice in assessing work and generating feedback on it. “ BUT…
- 30. Design assessment task Designassessment criteria Set performance standards Perform task Evaluate performance Provide feedback Provide grade STUDENT AUTONOMY OR… WHERE DID GLO6 GO?
- 31. Design assessment task Designassessment criteria Set performance standards Perform task Evaluate performance Provide feedback Provide grade STUDENT AUTONOMY OR… WHERE DID GLO6 GO?
- 32. Feedback should servethe function of progressively enabling students to better monitor, evaluate and regulate their own learning, independently of the teacher (Nicol, 2009) PURPOSE OF FEEDBACK Feedback should develop the students’ capacity to make evaluative judgements about their own and others work (Boud and Associates, 2010)
- 34. NEXT STEPS Rubric enhancement Develop Feedback CoP &model Constructive alignment Assessment quality Rubric quality Feedback quality Students use feedback Feedback design Students performance improves Impact on learning Staff design feedback loop Students reflect on & document learning Students engage in self and peer feedback Staff evaluate feedback and assessment design Feedback audit Course level discussions
- 35. Susie Macfarlane Glenn Wadley Schoolof Exercise and Nutrition Sciences Discussion / Questions
Editor's Notes
- #2 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #3 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #4 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #5 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #6 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #7 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #8 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #9 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #15 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #16 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #17 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #18 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #19 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #28 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #29 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #30 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #31 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #32 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #33 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #34 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #36 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.
- #37 Handout 4: Designing Feedback Get the participants to move outside where they can use the desks and laptops Activity: Participants design a feedback activity by selecting one principle and one tool to address the principle with. Then actually create samples in their sandpit/real sites.