Recognising and Achieving Effective Feedback Dr Jennifer Hill Associate Professor of Teaching & Learning UWE LTF, NTF, FHEA UWE Learning and Teaching Conference 15 January 2013

Workshop outline Brief context What types of assessment feedback do you privilege and why? Preconditions for effective feedback – what do you consider these to be and do your students agree? Improving your practice to satisfy student expectations

Assessment – central to the student experience: ‘frames learning, creates learning activity and orients all aspects of learning behaviour’ (Gibbs, 2006: 23) Feedback – central to learning from assessment: ‘feedback quantity and quality are the probably the most important factors in enhancing students’ learning’ (Race, 1999: 27) However: ‘the literature on student experiences of feedback tells a sorry tale’ (Handley et al., 2007: 1) ‘many students commented on ‘cryptic’ feedback which often posed questions, but gave no indication of where they went wrong’ (GfK, 2008: 8) Brief Context: Assessment and Feedback

Break-out question 1 Think to yourself - what types of assessment feedback do you use the most and why? (1 minute) Compare your ‘list’ with the person next to you – what can you learn from them? (2 minutes)

formative v summative written v verbal (incl. audio and video) comments v tick-box v grade personal (specific) v group (generic) disembodied (cover-sheet) v embodied (on script – within text) hard copy v electronic ( , VLE, blogs) tutor v peer v self What types of assessment feedback are there?

Break-out question 2 What do you consider are the preconditions for effective feedback? Discuss with the person next to you (2 minutes) (consider nature of provider, content and recipient) Are your conceptions the same as the students’? In pairs, compare your practice to the NUS Charter (published Sep. 2010) (2 minutes) NUS Charter outlines 10 key principles for effective feedback and assessment in HE

1.Formative assessment and feedback should be used throughout the programme 2.Students should have access to face-to-face feedback for some assessments 3.Receiving feedback should not be exclusive to certain forms of assessment 4.Feedback should be timely 5.Students should be provided with a variety of assessment methods 6.There should be anonymous marking for all summative assessment 7.Students should be able to submit assessment electronically 8.Students should be supported to critique their own work 9.Programme induction should include info. on assessment practices and understanding marking criteria 10.Students should be given the choice of format for feedback

Comes from a credible source Seen as fair and considered Identifiable as feedback Timely Legible Informative / helpful: - clear, comprehensive message concerning specific issues of the performance gap (i.d. errors and misunderstandings) ; - information on how to bridge the gap (developmental/scaffolding – i.d. goals and strategies); - positive (encouraging) comments made before negative: recognise effort & acknowledge achievement Preconditions for effective feedback 1

Encourage positive motivation and self-esteem Not confusing/contradictory - unambiguous Linked transparently to LOs & marking criteria so students can link feedback to future understanding Opportunity for student voice Stimulate engagement – a learning tool for students to monitor their performance Balance: - support and challenge - assignment-specific with transferable feedback Preconditions for effective feedback 2

students and staff co-generate expectations as assignment progresses formative dialogic feed-forward - meaning extracted from tutor comments in order for them to be acted upon and translated into better performance (walkthrough feedback/feed-forward... with audio support? Withhold grade until feedback discussed; overview annual feedback and create action plan) students ready to engage with further feedback..... Model of good practice to enhance assessment literacy?

So, consider the table below in your practice... New feedback deliveryStandard feedback delivery Encourages dialogue between giver and receiver of feedback Involves peers Explicitly encourages self - assessment/regulation Feedback on assignment process Students encouraged to be proactive in working with feedback Monologue often tutor directed one way feedback Does not involve peers Dos not explicitly encourage self- assessment/regulation Feedback on assignment product Students encouraged to be reactive in working with feedback New methods of feedback delivery in comparison with standard methods Source: Orsmond et al. (forthcoming)

Useful references Bailey, R & Garner, M. (2010) Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15, Cartney, P. (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35, * Crook, A.C. (2011) The use of video for feedback. Handley, K., Price, M. & Millar J. (2011) Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37, * Hughes, P. & Boyle, A. (2005) Assessment in the Earth Sciences, Environmental Sciences and Environmental Studies. GEES Learning and Teaching Guide. HEA GEES. * JISC (2010) Effective Assessment in a Digital Age. HEFCE * Lizzio, A. & Wilson, K. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35, Nicol, D. (2012) Resituating feedback from the reactive to the proactive. In D. Boud & L. Malloy (eds) Effective Feedback in Higher and Professional Education: understanding it and doing it well. Routledge (in print).

* NUS (2010) Charter on Feedback and Assessment. Available at: * Orsmond, P., Maw, S.J., Park, J.R., Gomez, S. & Crook, A. (forthcoming) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. & Thorpe, L. (forthcoming) A role for technology in enhancing students’ engagement with feedback. Assessment & Evaluation in Higher Education. Poulos, A. & Mahony, M.J. (2008) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33, QAA (2006) Code of practice for the assurance of academic quality and standards in Higher Education. Section 6: Assessment of Students. Available at Robinson, S., Pope, D. & Holyoak, L. (forthcoming) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education. * Rodway-Dyer, S., Knight, J. & Dunne E. (2011) A case study on audio feedback with geography undergraduates. Journal of Geography in Higher Education, 35, Weaver, M.R. (2006) Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31,