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Download Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback

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Dr Clare Carruthers Mrs Brenda McCarronDr Adrian Devine Dr Peter BolanDr Una McMahon Beattie

Feedback on feedback: Engaging students in the feedback process

1Feedback 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

Appointment of Departmental ChampionsPresentation to final years by Student Engagement Officer of UUSUBased on the UUSU Focus on Feedback Guide

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No awareness of guide;

Issues surrounding understanding of terminology and assessment criteria;

Disengagement;

Recognise feedback as mark and comments only.

Feedback on feedback: Engaging students in the feedback process

Recognition feedback as mark and comments received some time after submission i.e. summative;

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No recognition of feedback opportunities;

Feedback twice, maybe three times per semester?

Feedback on feedback: Engaging students in the feedback process

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.

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No recognition various opportunities:Tutorials;Verbal;Supervisory meetings;Advice on drafts;Feedback on exams;Model answers.

Feedback on feedback: Engaging students in the feedback process

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.5

Students were very familiar with the various different types of assessment, but were far less familiar with these key aspects feedback

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

The biggest issue was surrounding the terminology,if they dont recognise they are receiving feedback, their experience of it and the translationof that to the NSS is obvious

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Engagement And Feedback - Our Feedback ChallengeHow do we ensure that students understand the importance of feedback, that they recognise feedback opportunities and that they use feedback appropriately?

Feedback on feedback: Engaging students in the feedback process

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?

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Engagement with feedback a work in processInitiatives:Focus on Feedback guide;Engagement/debate;Innovation/creative approaches.

Feedback on feedback: Engaging students in the feedback process

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.

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Departmental projects Audio Feedback: Engaging Students in the process

Audio feedback via Wimba Follow up survey - 39/147 27%

Feedback on feedback: Engaging students in the feedback process

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.

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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.

Feedback on feedback: Engaging students in the feedback process

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.

10I 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

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

Feedback on feedback: Engaging students in the feedback process

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.

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I found the audio feedback very useful as it was very accessible, high quality, easy to use, easy to understand, clear andconcise. I feel that it is a very useful tool as I am able to goand listen tothe feedback when I want so that I can keep up to date on where I am going wrong

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

Feedback on feedback: Engaging students in the feedback process

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

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What they liked about it:Convenience;Effectiveness;Constructive for future work;Personalised;Flexibility in Accessing and re-accessing;Listen and read through work simultaneously.Feedback on feedback: Engaging students in the feedback process

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What they had reservations about:

Deterioration in student-teacher relationship;Opportunity to ask questions/seek clarity;A few technical issues

Feedback on feedback: Engaging students in the feedback process

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What we liked about it:

Time efficiencies?Ability to give more detailed, depth feedback;Incorporation into the VLE

Feedback on feedback: Engaging students in the feedback process

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.

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What we had reservations about:

Time efficiencies?Technical issuesLearning Curve.

Feedback on feedback: Engaging students in the feedback process

Word count comparison 376 vs. 129.

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Taking things forwardBriefing staff;Briefing students.Feedback on feedback: Engaging students in the feedback process

Learning Curve the technical training support has been excellent, saving files, using the wimba, updating Java etc

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Expansion of the project - 2012-13;Staff development and PSR activity etc.

Feedback on feedback: Engaging students in the feedback process

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;

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CHEP Development Fund Project 2012-13Five case studiesFormative and summative assessmentSemester one and twoSurvey, staff and student focus groups, staff reflective logs

Feedback on feedback: Engaging students in the feedback process

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.

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Key Issues:

Recognising differences in understanding;Engaging students - activities and terminology;Work in Progress

Feedback on feedback: Engaging students in the feedback process

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

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