ARISE Lecture, Edinburgh Napier University 5th November 2018 Moving feedback forwards in higher education Dr Naomi Winstone Senior Lecturer in Higher Education, National Teaching Fellow Director, Surrey Assessment & Learning Lab Student engagement with feedback Dr Naomi Winstone Senior Lecturer in Higher Education, National Teaching Fellow @DocWinstone Sunday, 17 February 2019

Thanks for the feedback? We need to recognise emotional dimension. Don’t shield students, but help them develop skills to use emotion positively.

What is effective feedback?

Feedback Fireworks

What is the impact?

What is the impact?

What is the impact?

If feedback is given to students, but it is not used, does it have an impact?

Feedback is power… John Hattie, 1992, The Power of Feedback The only thing that matters is what students do with it. No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time.  John Hattie, 1992, The Power of Feedback

Feedback is power… BUT David Boud and Elizabeth Molloy, 2013, Rethinking models of feedback for learning: The challenge of design. Effectiveness about what educator or student does? Dylan Wiliam, 2014, Is the feedback you’re giving students helping or hindering?

The ‘Old Paradigm’: Feedback as Comments Models of feedback The ‘Old Paradigm’: Feedback as Comments One-way transmission of feedback Focus on style and detail of comments; presentation of feedback David Carless, 2015, Excellence in University Assessment

Models of feedback “…in institutional discourse feedback has rather curiously become seen as synonymous with summative comments after the fact…Assessment-related artefacts, such as university feedback sheets, are officially produced to reify feedback” Kay Sambell, 2016, Assessment and Feedback in Higher Education: Considerable Room for Improvement?

The ‘New Paradigm’: Feedback as Dialogue Models of feedback The ‘New Paradigm’: Feedback as Dialogue Focus on active engagement and the effect of feedback on students’ work David Carless, 2015, Excellence in University Assessment

“proactive recipience” Winstone et al. (2017) Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.

Recipience processes Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37. Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.

High imjpact feedback: Building Feedback Literacy “students should be trained in how to interpret feedback, how to make connections between the feedback and the characteristics of the work they produce, and how they can improve their work in the future” (O’Donovan, Rust & Price, 2016, p. 940)

Conceptualising feedback literacy Carless and Boud (2018) EM Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education.

Feedback guide Feedback workshop Feedback portfolio http://tinyurl.com/hea-deft Winstone & Nash (2016). The Developing Engagement with Feedback Toolkit (DEFT). York, UK: Higher Education Academy.

Using the DEFT Small groups Large groups Single activities vs. learning programme Independent activities VLE

FEATS https://tinyurl.com/FEATSportfolio

Student-facing analytics But analytics should be student-facing. Information about their engagement (N of feedback reviews) Information about their progress (grade tracker) Information about their skill development (skill scores) Information about goals and monitoring progress towards goals

Feedback Analytics NW

Appreciating Feedback Back to Carless & Boud (2018) Feedback Literate Students: FEATS has helped me to become more self-aware of my learning and how I can improve which is essential for my future career development. Understand and appreciate the role of feedback in improving work and the active learner role in these processes Having all the feedback together is great, and I like that I can see any correlating aspects of feedback to work on and improve my work Use technology to access, store and revisit feedback EM [FEATS] enables me to condense all of my feedback into one place, so that I can identify any patterns in my strengths and weaknesses which is important to know how to improve.

Managing Affect Feedback Literate Students: Back to Carless & Boud (2018) Feedback Literate Students: You use your feedback better by using FEATS, it helps you stay focused and ready to do what's next rather than sitting and worrying about the grade. Maintain emotional equilibrium and avoid defensiveness when receiving critical feedback [FEATS] also helps me to clarify terms which I am unsure of which may be used by my lecturers and it is easy to discuss with my tutor if I need to refer to my work. Are proactive in eliciting suggestions from peers or teachers and continuing dialogue with them as needed EM By using FEATS, I have been able to understand weaknesses in my writing and have booked the suggested [learning development] sessions to get support and guidance. Develop habits of striving for continuous improvement on the basis of internal and external feedback

Develop a repertoire of strategies for acting on feedback Taking Action Back to Carless & Boud (2018) Feedback Literate Students: [FEATS] has taught me that it is essential for us to take responsibility for our own learning. Are aware of the imperative to take action in response to feedback information [FEATS is] helpful because it is easy to use and allows us to look at our feedback in detail so that we know where exactly we have made mistakes and how we can improve on them. Draw inferences from a range of feedback experiences for the purpose of continuous improvement EM [FEATS] has got me to look at feedback more often and I know how to apply it more now. Develop a repertoire of strategies for acting on feedback

Acknowledgements Research Assistants: Mike Parker James Rowntree Georgina Mathlin Emily Papps Jessica Bourne Joshua Best