Colleen Connor, Dean of Learning and Teaching LEARNING & TEACHING WORKSHOP- ASSIGNMENT FEEDBACK

Colleen Connor, Dean of Learning and Teaching WHY THIS TOPIC? –Relatively poor student satisfaction ratings regarding: Timeliness Usefulness –(although not alone in this) –Largest number of enquiries to Study Support –It is widely acknowledged that good assessment feedback can enhance learning and achievement Therefore it is essential to get the message about the importance of good feedback to all teaching staff (Of course, we all recognise some of the problems)

Colleen Connor, Dean of Learning and Teaching Programme Some of the principles of good feedback –A reminder of what the research literature says & the HEA promotes The Potential for Student Learning –A UWIC project on using feedback for learning The Student Perspective –NUS representative Employer Feedback –To raise issues regarding the use of employer feedback to promote the employability of students DISCUSSION – How can we help improve standards of feedback to students?

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK From Juwah et al, HEA Good feedback should – 1.Facilitate the development of self-assessment (reflection) in learning Should develop opportunities for structured reflection, self monitoring and judging progression, EXAMPLES: Students identify strengths/weaknesses of own work before handing in for tutor feedback Students request the kind of feedback they would like when they hand in work Students should set achievement milestones, reflect back on progress and forward to next stage of action

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 2. Encourage teacher and peer dialogue around learning Rather than simply being transmission, discussion is more helpful in developing an understanding of standards and expectations EXAMPLES Encouraging peer discussion of feedback in tutorials Asking students which comments were most helpful and why

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 3. Help clarify what good performance is The task requirements and criteria should be explicit and clear EXAMPLES Provide exemplar assignments with feedback Devise assessment exercises where students comment on others work in relation to defined criteria

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 4. Provide opportunities to close the gap i.e. it should lead to change in student behaviour EXAMPLES Opportunities for resubmission (of formative work) Identification of action points regarding what should be done the next time

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 5. Deliver high quality information to students about their learning i.e. information that helps students trouble-shoot their own performance and take action to close the gap between intent and effect. EXAMPLES Providing feedback soon after submission Providing corrective advice not just information on strengths and weaknesses Prioritising areas for improvement

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 6. Encourage positive motivational beliefs and self-esteem One aspect is that feedback should be focussed on the task rather than abilities. EXAMPLES: Provide feedback before mark Feedback on progress and achievement not just success or failure

Colleen Connor, Dean of Learning and Teaching PRINCIPLES OF GOOD FEEDBACK 7. Provide information to tutors that can help shape teaching Diagnostic tests can help generate information about student understanding and thus, whether teaching needs to be adapted. EXAMPLES One minute papers – responded to in situ Asking groups to identify a question worth asking to be explored quickly at the next session