rethinking feedback: what's it for, and how can it make a difference? dai hounsell, university...
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
Rethinking feedback: what's it for, and how can it make a difference?
DAI HOUNSELL
UNIVERSITY OF EDINBURGH
University of Nottingham, 22 September 2011
www.tla.ed.ac.uk/feedback.htm
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
The Trouble
with Feedback
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
Feedback Fundamental
s
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
What forms does feedback take?
pro forma written comments exemplarsexams guidance feedforward traditionalcollaboration on-display learning peer audiopast questions screencast whole-classclickers in-class assignments cumulative editing anticipatory feedback elective self co-revisione-feedback redrafting reviewing progresscriteria dialogue supervision interaction
briefing student involvement faster feedbackmodel answers training video online
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
Why Does Feedback Speak in So Many Voices?
• what's effective or feasible feedback can vary in relation to
– the level of study / stage of students' progression in the subject at university level
– the task or activity they are engaged in
– the wider course setting / teaching-learning environment (and its feedback 'affordances' and constraints)
– the purpose(s) of the feedback
• 'signature' feedback practices (c.f. Shulman)
• an expanding palette of possibilities
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
So what is 'feedback', exactly ... ... and why does it matter?
• Feedback comprises information, processes,
activities or experiences which aim to
encapsulate, enable or boost students' learning
i.e.– feedback doesn't just come from
comments by lecturers/tutors– [good] feedback is performance-
enhancing
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
So what is 'feedback', exactly ... ... and why does it matter?
• Feedback comprises information, processes, activities or experiences which aim to encapsulate, enable or boost students' learning
• Feedback can focus on:
attainment what a student knows, understands or can do at a given point in time
progress where a student currently stands in relation to a specified goal, target or level
achievement what a student has achieved as demonstrated in a completed assignment or task
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
What is 'feedback' and why does it matter?
• Why feedback matters
– learning without feedback is 'blind archery'
– feedback is indispensable to effective teaching and assessment, optimising the conditions under which each student can achieve their best
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
Who gives feedback, where and when ?
• Sources of feedback– Lecturers, tutors, demonstrators, supervisors, mentors– Fellow-students / peers, a student’s own reflections– The audience for a seminar or poster presentation,
professional practitioners
• Feedback where and when?
formally informally
in timetabled classes / online outwith timetabled classes / offline
intrinsic extrinsic
prior to a task or activity
during a task or activity
after a task or activity
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FUNDAMENTALS OF FEEDBACK
FEEDBACK'S MANY PURPOSES
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
Feedback That Makes More of a Difference
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
Feedback that makes more of a difference
Better opportunities to use feedback
Enhancing students' grasp of feedback and standards
Boosting the availability and richness of feedback
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is feedback often uncollected ?
Why might some feedback always come too late ?
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is there such a big difference between how we give feedback to our undergraduate and our doctoral students ?
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is there such a big difference between how we give feedback to our undergraduate and our doctoral students ?
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
From feedback to feedforward
– 'feedback-first' and draft/revise/resubmit assignments
– cumulative assignments
– wikis
(Beaumont et al 2008)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Boosting the availability & richness of feedback
• Generic and whole-class feedback
• On-display learning
• Collaborative tasks & activities
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
OBSERVATION AS A PROXY FOR FEEDBACK
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Enhancing students' grasp of feedback & standards
"The many diverse expressions of dissatisfaction with written feedback can be interpreted as symptoms of impoverished and fractured dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a monologue, is now having to carry much of the burden of teacher-student interaction."
(Nicol, 2010)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
ESSAY WRITING AND FEEDBACK (1987)
"Tutors fail to acknowledge 'the subtle interplay between what is said and what is taken for granted' (Rommetveit, 1979, p. 96) and so do not seek to close the gap between their own and their students' understanding of expectations."
(Hounsell, 1987, p. 114)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Enhancing students' grasp of feedback & standards
• Elective feedback
• Exemplars
• Peer and self-generated feedback
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
FEEDBACK, CONNOISSEURSHIP & DIALOGUE
"[Students] need to learn to discover what quality looks and feels like, and the aspects – whether large or small – that detract from it. They need to develop a vocabulary for expressing and communicating what they find. Furthermore, they should gradually attune their growing realisations and discourse to the norms of the discipline, field or profession"
(Sadler, 2010)
The process of engagement needs staff and students to share and develop a greater understanding of the complexity of feedback processes, and of what can be expected from all parties in this process."
(Price, Handley & Millar, in press)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011
Feedback that makes more of a difference
Better opportunities to use feedback
Enhancing students' grasp of feedback and standards
Boosting the availability and richness of feedback