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Transcript of Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie...
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
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
• 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
• No recognition of feedback opportunities;
• Feedback twice, maybe three times per semester?
Feedback on feedback: Engaging students in the feedback process
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
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
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
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
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
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
”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
“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
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
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
.
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
What we had reservations about:
• Time efficiencies?• Technical issues• Learning Curve.
Feedback on feedback: Engaging students in the feedback process
Taking things forward
• Briefing staff;
• Briefing students.
Feedback on feedback: Engaging students in the feedback process
• Expansion of the project - 2012-13;
• Staff development and PSR activity etc.
Feedback on feedback: Engaging students in the feedback process
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
Key Issues:
• Recognising differences in understanding;
• Engaging students - activities and terminology;
• Work in Progress
Feedback on feedback: Engaging students in the feedback process