A Student Research Project

Thanks to all participants Student Researchers Florence Afolabi Hamada Ali Mahmoud Hassanein Ehab Ibrahim Ahmed Abo Elnaga Joseph Munyenyiwa Lewis Stockwell Members of Staff Claire Dickerson Sally Graham Joy Jarvis Amanda Roberts

In the beginning… ‘What is student research? What is feedback for learning?’

Collaboratively Critically Reflectively PatientlyOpenlyPunctually How we worked together

What we did met developed questions collected data analysed data reflected together produced a report presented at conference

Collecting Data 3 Questions: 1.What do you consider to be feedback? 2.What has been the impact of this feedback? 3.How have you used this feedback? 86 Students

What we found out 5

1. Students value a range of feedback Students value feedback 75 out of 86 students made at least one positive comment about feedback ‘Brilliant – in terms of my course work feedback has been great.’ Students identify feedback is available in many forms ‘in class discussions’, ‘responses to questions’ ‘verbal and written comments’, ‘from staff and peers’ ‘listening to others talk about their work’

2. Learning relationships are important Students would like more opportunities to talk about learning and feedback with staff and peers ‘The more comfortable you feel the more you can take feedback on board’ Students value staff-student relationships highly and identify the effect on feedback

3. Feedback has an emotional impact ‘It motivated me to do much better.’ ‘It made be more enthusiastic to be a better student.’ ‘If it is very critical it is discouraging.’ ‘Written feedback can sometimes be impersonal and in some ways demeaning.’ Negative language can cause students to disengage from the feedback.

4.Students use feedback ‘I know that I should read more and be more analytical.’ ‘It has given me a clearer understanding of what examiners require in an answer.’ ‘Used it to improve myself, my essay and make me more aware of everything.’ It’s made me more involved with my seminar.’ Use of Feedback Out of 79 Statements 68 identified the use of feedback to improve future work and learning

5. Some feedback can be difficult to use General feedback such as ‘ needs more analysis’ can be difficult to use without examples. It can be hard to know how to transfer feedback from the end of one module into a new module. Many students would value more formative feedback during modules.

constructive explanatory positive useful advisory clear Feedback should be…….. individual direct and polite specific

Feedbackfor Learning

Why Student Research? open honest different perspective diverse opinions breaks barriers innovative creates dialogue

The importance of student research projects to understand student experience ‘If we don’t talk with each other in an open way how do we know where we are?’