1. Feedback hints and tips
Note: This is a template for CITE presentations. The first set of slides include the University logo (and some minor variations on layout). The second set of slides (after the ‘Divider Slide’) do not include the University Logo.
These are for guidance – please adjust them to suit your needs.
____________________________________________________________________________________________________
Please use the dd month yyyy format for the date for example 16 February The main title can be one or two lines long.
Justin Steele-Davies,
Dr Sarah Fielding
29 May 2013

2. Measure once then start building
I think these might either be optical illusions or re touched images.
Measure once then start building

3. Introduction
Common issues with feedback
Value of good feedback cycle
Conditions of assessment
Principles of Feedback
Matrix marking

4. Common issues with feedback
“Students repeatedly express dissatisfaction with feedback” [1]
- Detail
- Timely
“Students do not necessarily read their feedback” [2]
Takes up to much time

5. Common issues with feedback
Leeds, 64%
Southampton, 58%

6. Value of good feedback cycle
Feedback has value if it is given before the next assignment and used to inform the student
Momentum at every stage
Informs teaching
Self evaluation (professional practice)
Faculty
Student
Lecturer
Student Learning
Assessment
Feedback

7. Studies into feedback and assessment
Use divider pages to break up your presentation into logical sections and to provide a visual break for the viewer. The title can be one or two lines long.
Below are the same slide layouts without the University logo.

8. Conditions of assessment
Assessment tasks
Capture sufficient study time and effort (in and out of class)
Are spread evenly across topics and weeks
Lead to productive learning activity (deep rather than surface learning)
Communicate clear and high expectations
From Gibbs and Simpson [4]

9. Conditions of assessment cont.
Feedback
Is sufficient (in frequency, detail)
Is provided quickly enough to be useful [before the next assessment]
Focuses on learning rather than marks
Is linked to assessment criteria/expected learning outcomes
Makes sense to students
Is received by students and attended to
Is acted upon to improve work and learning
From Gibbs and Simpson [4]

10. Principles of good feedback
helps clarify what good performance is (goals, criteria, standards)
facilitates the development of self-assessment and reflection in learning
delivers high quality information to students about their learning
encourages teacher and peer dialogue around learning
encourages positive motivational beliefs and self esteem
provides opportunities to close the gap between current and desired performance
provides information to teachers that can be used to help shape teaching
From Nicol and Macfarlane-Dick [5]

11. Helpful styles of feedback
It is not the amount but the style of feedback given.
What has been done inappropriately
What is the consequence
How to improve it
Taken from [3]
Students where not satisfied with just ‘How to improve’.
This slide relates to the paper [3] which uses electronic submission of work and feedback to analyse all feedback given. This was for programming, but the similar mentality of ‘where is the mistake’ has been found in many STEM disciplines.

12. Matrix marking

13. References
[1] Benjamin, C. Feedback for enhanced student performance: lessons from simple control theory. Engineering education 2012;7(2):
[2] Hounsell, D. Essay writing and the quality of feedback. Student Learning: Research in education and cognitive psychology. Milton Keynes: SRHE & Open University Press,1987;
[3] Wong, S. H. S. and Beaumont, A. J. A quest for helpful feedback to programming coursework. Engineering education 2012;7(2): 51-62
[4] Gibbs, G. and Simpson, C. Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education 2004;1:3-31
[5] Nicol, D. J. and Macfarlane-Dick. Formative assessment and self- regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 2006;31(2):