Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

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Presentation transcript:

Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback process

Background On-going Championing of the embedding of the Ulster Principles of A&F: Engaging students in A&F processes Presentation to final years - “Focus on Feedback” Guide

No awareness of guide; Issues surrounding understanding of terminology and assessment criteria; Disengagement; Recognise feedback as mark and comments only. Feedback on feedback: Engaging students in the feedback process

No recognition of feedback opportunities; Feedback twice, maybe three times per semester? Feedback on feedback: Engaging students in the feedback process

No recognition various opportunities: Tutorials; Verbal; Supervisory meetings; Advice on drafts; Feedback on exams; Model answers. Feedback on feedback: Engaging students in the feedback process

Students were very familiar with the various different types of assessment, but were far less familiar with these key aspects feedback Feedback on feedback: Engaging students in the feedback process

Engagement And Feedback - Our Feedback Challenge How do we ensure that students understand the importance of feedback, that they recognise feedback opportunities and that they use feedback appropriately? Feedback on feedback: Engaging students in the feedback process

Engagement with feedback – a work in process Initiatives: “Focus on Feedback” guide; Engagement/debate; Innovation/creative approaches. Feedback on feedback: Engaging students in the feedback process

Departmental projects – Audio Feedback: Engaging Students in the process Audio feedback via Wimba Follow up survey - 39/147 – 27% Feedback on feedback: Engaging students in the feedback process

Results Snapshot 95% accessed the feedback; 62% prefer to receive feedback via a combination of mechanisms 77% - like to see more; 77% - refer to again for future work. Feedback on feedback: Engaging students in the feedback process

”I was surprised that I was comfortable with the new audio style feedback, it definitely was convenient for me, and that I was able to gauge the lecturers feelings of my work as it was a private conversation rather than in class” “you can hear what areas of your essay you did well in and what areas you can improve upon for future essay submissions, in relation to the content, structure and referencing” Feedback on feedback: Engaging students in the feedback process

“I found the audio feedback very useful as it was very accessible, high quality, easy to use, easy to understand, clear and concise. I feel that it is a very useful tool as I am able to go and listen to the feedback when I want so that I can keep up to date on where I am going wrong” “I found this form of feedback very interesting and found it encouraged me to take on board the comments made, as sometimes when directly reading comments I tend to just skim over them quickly rather than actually taking in what feedback has been given” Feedback on feedback: Engaging students in the feedback process

What they liked about it: Convenience; Effectiveness; Constructive for future work; Personalised; Flexibility in Accessing and re-accessing; Listen and read through work simultaneously. Feedback on feedback: Engaging students in the feedback process

What they had reservations about: Deterioration in student- teacher relationship; Opportunity to ask questions/seek clarity; A few technical issues Feedback on feedback: Engaging students in the feedback process

. What we liked about it: Time efficiencies? Ability to give more detailed, depth feedback; Incorporation into the VLE Feedback on feedback: Engaging students in the feedback process

What we had reservations about: Time efficiencies? Technical issues Learning Curve. Feedback on feedback: Engaging students in the feedback process

Taking things forward Briefing staff; Briefing students. Feedback on feedback: Engaging students in the feedback process

Expansion of the project ; Staff development and PSR activity etc. Feedback on feedback: Engaging students in the feedback process

CHEP Development Fund Project Five case studies Formative and summative assessment Semester one and two Survey, staff and student focus groups, staff reflective logs Feedback on feedback: Engaging students in the feedback process

Key Issues: Recognising differences in understanding; Engaging students - activities and terminology; Work in Progress Feedback on feedback: Engaging students in the feedback process