Alasdair Blair & Sam McGinty Students’ experiences of feedback: unpicking the NSS scores to support new teaching methodologies Alasdair Blair & Sam McGinty

Context NTFS project 2009 – 2012 ‘It’s Good to Talk: Feedback, Dialogue and Learning’ 3 Universities – De Montfort, Warwick and London Metropolitan Feedback-dialogues

National Student Survey Methodological issues: Numbers and meanings Quantitative versus qualitative

Questionnaire De Montfort University London Metropolitan University 388 responses History Politics International Relations Survey Monkey

NSS scores 68% 87% 69% 61% 78% City - History New - History City – Politics/IR New – Politics/IR The criteria used in marking have been clear in advance. 68% 87% 69% 61% Assessment arrangements and marking have been fair. 78%

NSS Scores 61% 74% 52% 64% 66% 80% 63% 76% 65% 79% 56% 59% City - History New - History City - Politics New - Politics Feedback on my work has been prompt. 61% 74% 52% 64% I have received detailed comments on my work. 66% 80% 63% 76% Feedback on my work has helped me clarify things I did not understand. 65% 79% 56% 59%

Prompt feedback Return times Transferable to next assignment.

Detailed feedback Includes verbal and written – all aspects of work including exams.

Clarifies understanding I have tutorials to discuss assignment feedback Frequently Sometimes Never City 10.2% 37.1% 43.5% New 34.2% 53.5% 10.5%

Teaching methodologies Exam feedback Feed-forward Lessons from other subject disciplines