Is improving feedback Is improving feedback like herding cats?like herding cats? One School's approaches for One School's approaches for

enhancing feedback to studentsenhancing feedback to students

Steve RutherfordSteve RutherfordRutherfordS@cardiff.ac.ukRutherfordS@cardiff.ac.uk

029 208 029 208 7025170251

Biosciences contains approx. 1800 Biosciences contains approx. 1800 undergraduate studentsundergraduate students Biosciences (12 degree schemes)Biosciences (12 degree schemes) Medical (years 1 & 2)Medical (years 1 & 2) Dental (year 1)Dental (year 1) Prelim, IFP, Erasmus, Colgate etc.Prelim, IFP, Erasmus, Colgate etc.

Taught by Taught by c.c.100 academic staff100 academic staff

SUMMARYSUMMARY

Lower-than-desired NSS scores for FeedbackLower-than-desired NSS scores for Feedback

Feedback holding down NSS results and Feedback holding down NSS results and therefore position in league tablestherefore position in league tables

Provision of Feedback variable between staffProvision of Feedback variable between staff

Students coming through expecting similar Students coming through expecting similar educational environment to Schooleducational environment to School

One further problem:One further problem:

THE PROBLEMTHE PROBLEM

How to improve the learning experience How to improve the learning experience through Feedback ?through Feedback ?

How to ensure that feedback is returned in a How to ensure that feedback is returned in a timely manner ?timely manner ?

How to ensure that Feedback is useful ?How to ensure that Feedback is useful ?

How to encourage students to COLLECT and How to encourage students to COLLECT and USE feedback ?USE feedback ?

How to avoid spoon-feeding ?How to avoid spoon-feeding ?

How to manage student expectations ?How to manage student expectations ?

THE CHALLENGETHE CHALLENGE

Group of key members of academic staff Group of key members of academic staff (year tutors, FY Project module leader, Admin staff, (year tutors, FY Project module leader, Admin staff, new staff)new staff)

Discuss issues and experiencesDiscuss issues and experiences

Devise surveys and questionnairesDevise surveys and questionnaires

Devise policy suggestionsDevise policy suggestions

Monitor progressMonitor progress

Include Students once initial phase completeInclude Students once initial phase complete

FEEDBACK WORKING GROUPFEEDBACK WORKING GROUP

The result of our deliberations:The result of our deliberations:

FEEDBACK WORKING GROUPFEEDBACK WORKING GROUP

FEEDBACK IS A FEEDBACK IS A MASSIVE AND MASSIVE AND

COMPLEX ISSUECOMPLEX ISSUE

Reconsider the Reconsider the purpose purpose of of each assessmenteach assessment

Ensure that assessment Ensure that assessment supports/encourages learningsupports/encourages learning

Consider Feedback when Consider Feedback when setting assessmentssetting assessments

Explain how feedback can Explain how feedback can be usedbe used

Suggest novel methods of Suggest novel methods of providing feedbackproviding feedback

1. CHANGE THE ASSESSMENT 1. CHANGE THE ASSESSMENT CULTURE TO CULTURE TO INCLUDEINCLUDE FEEDBACK FEEDBACK

SUGGESTIONS FOR THE

EFFECTIVE USE OFASSESSMENT AND

FEEDBACKIN BIOSI

2. ASSESSMENT LOAD and 2. ASSESSMENT LOAD and TURN-AROUND TIMETURN-AROUND TIME

4 WORKING WEEKS4 WORKING WEEKS Encourage Assessment EARLIER in the moduleEncourage Assessment EARLIER in the module Hand-in times staggeredHand-in times staggered No hand-in on a Thursday/Friday afternoonNo hand-in on a Thursday/Friday afternoon

3. TIMELY RETURN OF 3. TIMELY RETURN OF FEEDBACKFEEDBACK

RETURN DATE IS INCLUDED IN TIMETABLERETURN DATE IS INCLUDED IN TIMETABLE Keeping to these dates is important!Keeping to these dates is important! Setting realistic dates is necessarySetting realistic dates is necessary

4. GENERIC FEEDBACK4. GENERIC FEEDBACK

PROVIDE SOME FORM OF GENERIC FEEDBACK PROVIDE SOME FORM OF GENERIC FEEDBACK WITHIN 2 WEEKS OF ASSIGNMENTWITHIN 2 WEEKS OF ASSIGNMENT

Outline answerOutline answer Questions to considerQuestions to consider Common points from previous cohortCommon points from previous cohort Common points from first scripts markedCommon points from first scripts marked

PROBLEMSPROBLEMS Students do not appreciate the value Students do not appreciate the value Students prefer feedback to accompany their workStudents prefer feedback to accompany their work Clashes with extensions (Ext Circs)Clashes with extensions (Ext Circs)

5. PR of FEEDBACK5. PR of FEEDBACK

5. PR of FEEDBACK5. PR of FEEDBACKPhoto: Abi Goulding (Zoology)

5. PR of FEEDBACK5. PR of FEEDBACKPhoto: Scott McKenzie (Zoology)

Audio FeedbackAudio Feedback

Use of Comment Sheets/BanksUse of Comment Sheets/Banks

GrademarkGrademark

Podcasts/Screen capturesPodcasts/Screen captures

Presenting feedback in classPresenting feedback in class

Feedback as QuestionsFeedback as Questions

Computer-scanned feedbackComputer-scanned feedback

Voice-recognition softwareVoice-recognition software

6. OTHER METHODS OF FEEDBACK6. OTHER METHODS OF FEEDBACK

Audio FeedbackAudio Feedback Use of Comment Sheets/BanksUse of Comment Sheets/Banks

GrademarkGrademark

Podcasts/Screen capturesPodcasts/Screen captures

Presenting feedback in classPresenting feedback in class

Feedback as QuestionsFeedback as Questions

Computer-scanned feedbackComputer-scanned feedback

Voice-recognition softwareVoice-recognition software

6. OTHER METHODS OF FEEDBACK6. OTHER METHODS OF FEEDBACK

Modules assessed individually on Modules assessed individually on Feedback ProvisionFeedback Provision

Advice on improvement by members Advice on improvement by members of Learning & Teaching Committeeof Learning & Teaching Committee

Sharing Good PracticeSharing Good Practice

7. PRLT: FEEDBACK7. PRLT: FEEDBACK

Emphasise role of P.T. in ONGOING Emphasise role of P.T. in ONGOING development of academic skillsdevelopment of academic skills

Diagnostic testsDiagnostic tests

CompetenciesCompetencies

Academic TutorialsAcademic Tutorials

8. ROLE OF PERSONAL TUTOR8. ROLE OF PERSONAL TUTOR

HAVE THESE APPROACHES WORKED?HAVE THESE APPROACHES WORKED? NSSNSS• Criteria have been clear: + 9.5%Criteria have been clear: + 9.5%• Assessments have been fair: +Assessments have been fair: + 12%12%• Feedback has been prompt: +Feedback has been prompt: + 11.5%11.5%• Received Detailed Comments: +Received Detailed Comments: + 11.5%11.5%• FB helped me understand: +FB helped me understand: + 10%10%

+ve Neut -ve

Year 128.2%

(14.5%)47.9%

(44.8%)23.9%

(40.7%)

Year 232.2%

(14.6%)50.0%

(43.8%)17.8%

(41.7%)

Final Year50.7%

(36.6%)36.3%

(44.1%)13.0%

(19.3%)

EXIT QUESTIONNAIREEXIT QUESTIONNAIRE

“Feedback received on coursework was adequate and timely”

SUMMARYSUMMARY

“ “It’s a good start” It’s a good start”

Change takes a LONG time!Change takes a LONG time!

Must change culture of assessment Must change culture of assessment

Must educate students about FBMust educate students about FB

Manage expectationsManage expectations

Needs constant monitoringNeeds constant monitoring

Remind staff of the importance of Remind staff of the importance of FBFB

Setting up a working group was Setting up a working group was extremely usefulextremely useful

SUMMARYSUMMARY

““It’s good to talk!”It’s good to talk!”

Thank youThank you

SURVEYS OF FINAL YEAR STUDENTSSURVEYS OF FINAL YEAR STUDENTS

• Crucial to maintain high standards in written Crucial to maintain high standards in written feedback feedback

• Develop opportunities for students to seek Develop opportunities for students to seek verbal feedback verbal feedback

• Methods for improving peer assessment Methods for improving peer assessment exercises are required exercises are required

• The timing of return of assignments should be The timing of return of assignments should be improvedimproved

• Generic Feedback not valuedGeneric Feedback not valued

• Want to be told answers/guidelines directly.Want to be told answers/guidelines directly.

SURVEYSSURVEYS