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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 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
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
The
Troublewith
Feedback
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FeedbackFundamental
s
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
What forms does feedback take?
pro forma written comments exemplarsexams guidance feedforwardtraditionalcollaboration on-display learning peeraudio
past questions screencast whole-classclickers in-class assignments cumulativeediting
anticipatory feedback elective self co-revision
e-feedback redrafting reviewing progress
criteria dialogue supervision interaction
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
Why Does Feedback Speak in So Many Voices?
what's effective or feasible feedback can varyin 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
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
So what is 'feedback ', exactl y ...
... 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
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
So what is 'feedback ', exactl y ...
... 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
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 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 andassessment, optimising the conditions under which each
student can achieve their best
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
Who gives feedback, where and when ?
Sources of feedback Lecturers, tutors, demonstrators, supervisors, mentors
Fellow-students / peers, a students 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
priorto a task or
activity
duringa task or activity aftera task or activity
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FUNDAMENTALS OF FEEDBACK
FEEDBACK'S MANY PURPOSES
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
Feedback
That Makes
More of a
Difference
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACKTHATMAKESMOREOFADIFFERENCE
Better opportunities to use feedback
Enhancing students' grasp of feedback and
standards
Boosting the availability and richness of
feedback
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is
feedback o ften
uncol lected ?
Why m ight
som e feedback
always cometoo late ?
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is there
such a big
dif ference
between how
we givefeedback to
our
undergraduate
and ou rdoctoral
s tudents ?
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Better opportunities to use feedback
Why is there
such a big
dif ference
between how
we give
feedback to our
undergraduate
and our
doctora l
s tudents ?
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Boosting the availability & richness of feedback
Generic and whole-classfeedback
On-display learning
Collaborative tasks &
activities
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
OBSERVATION AS A PROXY FOR FEEDBACK
c. Giving the
Talk
d. Questions andDiscussion
a. Prior
Experiences ofPresenting
b. Tutors'Guidance onPresenting
f. Learning fromOthers'
Presentations
g. Developing aPersonal Style
e. Feedback
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 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)
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 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)
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Enhancing students' grasp of feedback & standards
Elective feedback
Exemplars
Peer and self-generated
feedback
FEEDBACK CONNOISSEURSHIP
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?Dai Hounsell Universit of Nottin ham 22 Se tember 2011
FEEDBACK, CONNOISSEURSHIP
& DIALOGUE
"[Students] need to learn to discover what quality looks andfeels 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 feedbackprocesses, and of what can be expected from all parties in this
process."
(Price, Handley & Millar, in press)
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RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE ADIFFERENCE?
FEEDBACKTHATMAKESMOREOFADIFFERENCE
Better opportunities to use feedback
Enhancing students' grasp of feedback and
standards
Boosting the availability and richness of
feedback
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