Alex Bols, Assistant Director (Research) & Head of Higher Education, NUS Assessment feedback: changing student attitudes

QAA Quality Code – T&L Using appropriate evidence, higher education providers create, and systematically address opportunities to improve, an environment that encourages high-quality learning for all students. DRAFT TEXT

"All I get is a grade next to my matriculation number without any indication on how I'm actually doing"

“I got an essay back where the only comment was 'use a bigger text size’, there was nothing on how to improve my grade"

“For a rather lengthy scientific report, the feedback I received consisted of a mere 2 ticks and a question mark”

T – Timely A – Accessible L- Legible K - Konstructive

Why this issue may be a concern for students that identify as consumers Area of student concern Why this issue may be a concern for students that identify as co-producers I have paid for a service and I therefore expect it to be delivered on time Timeliness of the feedback Feedback that is returned after four or more weeks after the assessment will be so far from the event that it won’t be useful as part of learning process I expect the feedback to delivered in the method most appropriate to my needs – rather than the needs of the academic Method by which they receive feedback Whilst I would like written feedback the most useful way for me to understand areas of improvement is through face-to-face discussions I am paying the expert to give their thoughts on my work and so I expect lots of detail Detailed feedback I am less concerned by detailed written comments and more about having a dialogue on specific aspects for improvement I want good feedback to help me identify how I can pass my exam Usefulness of feedback for their learning I want good quality feedback to highlight areas where I can improve and deepen my learning

NUS Principles: Feedback… 1.Should be for learning, not just of learning 2.Should be a continuous process 3.Should be timely 4.Should relate to clear criteria 5.Should be constructive 6.Should be legible and clear 7.Should be provided on exams 8.Should include self- assessment and peer-to- peer feedback 9. Should be accessible to all students 10.Should be flexible and suited to students’ needs Assessment… 1.Should be for learning, not simply of learning 2.Should be reliable, valid, fair and consistent 3.Should consist of effective and constructive feedback 4.Should be innovative and have the capacity to inspire and motivate such as with the use of technology 5.Should measure understanding and application, rather than technique and memory 6.Should be conducted throughout the course, not simply positioned as a finale event 7.Should develop key skills such as peer and reflective assessment 8.Should be central to staff development and teaching strategies, and frequently reviewed 9.Should be of a manageable amount for both students and tutors 10.Should encourage dialogue between students and their tutors, and students and their peers

6 Proportions of students at the university satisfied or very satisfied with their feedback on assessment 41.7% 11 Proportion of the assessment that is by coursework 35.2% Key Information Set

65% of students believe that if they are expected to pay more for their university experience they would have higher expectations NUS/HSBC Student Experience Report (2010) “this market totalitarianism will utterly and irreversibly transform the relationship between institutions and students…If students are to pay hugely increased fees, then they must have increased rights and increased power.” Aaron Porter, NUS President, Nov 2010

Table 1: Percentage of students that rated themselves against the dichotomy of students considering themselves in a community of learning or as consumers I am a student engaged in a community of learning - all students I am a custome r and expect the service I have paid for

Table 2: Subject based dichotomy of students considering themselves in a community of learning or as consumers Medicine and dentistry students I am a student engaged in a community of learning I am a customer and expect the service I have paid for Business and administration students I am a student engaged in a community of learning I am a customer and expect the service I have paid for Historical and philosophical studies I am a student engaged in a community of learning I am a customer and expect the service I have paid for

Why this issue may be a concern for students that identify as consumers Area of student concern Why this issue may be a concern for students that identify as co-producers I have paid for a service and I therefore expect it to be delivered on time Timeliness of the feedback Feedback that is returned after four or more weeks after the assessment will be so far from the event that it won’t be useful as part of learning process I expect the feedback to delivered in the method most appropriate to my needs – rather than the needs of the academic Method by which they receive feedback Whilst I would like written feedback the most useful way for me to understand areas of improvement is through face-to-face discussions I am paying the expert to give their thoughts on my work and so I expect lots of detail Detailed feedback I am less concerned by detailed written comments and more about having a dialogue on specific aspects for improvement I want good feedback to help me identify how I can pass my exam Usefulness of feedback for their learning I want good quality feedback to highlight areas where I can improve and deepen my learning