Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie...

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

Transcript of Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie...

Page 1: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Dr Clare Carruthers

Mrs Brenda McCarron

Dr Adrian Devine

Dr Peter Bolan

Dr Una McMahon Beattie

Feedback on feedback: Engaging students in the feedback process

Page 2: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Feedback 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

Page 3: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

• 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

Page 4: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

• No recognition of feedback opportunities;

• Feedback twice, maybe three times per semester?

Feedback on feedback: Engaging students in the feedback process

Page 5: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 6: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 7: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 8: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Engagement with feedback – a work in process

Initiatives:

• “Focus on Feedback” guide;

• Engagement/debate;

• Innovation/creative

approaches.

Feedback on feedback: Engaging students in the feedback process

Page 9: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 10: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 11: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

 ”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”

 “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

Page 12: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

 

 “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 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

Page 13: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 14: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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

Page 15: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

.

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

Page 16: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

What we had reservations about:

• Time efficiencies?• Technical issues• Learning Curve.

Feedback on feedback: Engaging students in the feedback process

Page 17: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Taking things forward

• Briefing staff;

• Briefing students.

Feedback on feedback: Engaging students in the feedback process

Page 18: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

• Expansion of the project - 2012-13;

• Staff development and PSR activity etc.

Feedback on feedback: Engaging students in the feedback process

Page 19: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

CHEP Development Fund Project 2012-13• Five case studies• Formative and

summative assessment• Semester one and two• Survey, staff and student

focus groups, staff reflective logs

Feedback on feedback: Engaging students in the feedback process

Page 20: Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Key Issues:

• Recognising differences in understanding;

• Engaging students - activities and terminology;

• Work in Progress

Feedback on feedback: Engaging students in the feedback process