clare carruthers, hea workshop 19th april
Post on 18-Nov-2014
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Dr Clare CarruthersStudents attitudes towards feedback:
Departmental experiences and reflections
Implementation Strategy for the Ulster Principles of A&F for learning
Appointment of Departmental Champions Departmental Champion Workshops On-going Championing of the embedding of the
Principles: Presentation to final years by Student
Engagement Officer of UUSU In advance of the deadline for completion of the
NSS Across two campuses
Focus:The “Focus on Feedback” UUSU
designed leaflet No awareness of the “Focus on Feedback” guide; Issues surrounding understanding of terminology and
assessment criteria; A disengagement with feedback; Recognition that feedback is only a mark and comments
received some time after submission i.e. summative; 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.
No recognition of the following opportunities:
• Tutorials 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.;
• No awareness that students could receive feedback on examinations;
• Model answers.
Students were very familiar with the various different types of assessment, but
were far less familiar with these key aspects feedback
The 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
Future Implementation “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? – students as change agents
Innovation in feedback mechanisms – audio, podcasting, video, smartphone feedback etc.
Departmental project – Audio Feedback: Students as change agents
Audio feedback provided to final year and second year students via Wimba Voice Authoring within the VLE
Feedback was for individual essays Students advised that audio feedback was
available and where Invited to comment on what they thought of this
feedback mechanism
Most of these students had never had this opportunity to do this before
Their comments were overwhelmingly positive:
“you can hear what areas of your essay you did well in and what areas you can improve upon for
future essay submissions, in relation to the
content, structure and referencing”
”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 gauge the lecturers feelings of my work as it was a private
conversation rather than in class”
“I was able to read through the essay along with the points
you made. It did feel more personal than getting the
written comments.”
“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 listen to the feedback when I want so that I can keep up to date on where I am going wrong”
“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”
“I found this form of feedback very interesting and found it
encouraged me to take on board 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”
What they liked about it:
Convenience; Effectiveness; Constructive for future
work; Personalised; Flexibility in Accessing; Ability to re-access; Ability to listen and read
through work simultaneously.
What they had reservations about:
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.
Key Issues:
Recognising that our understanding is not always the same as students’ understanding;
Finding ways to reduce that gap and change attitudes and understanding;
Engaging students with feedback; Students as change agents.
Experiences Elsewhere
Experiences of other institutions?
Is this an issue elsewhere?
How is this being addressed elsewhere?
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