1. NEWS FLASH! Students read feedback Wendy Nicholls Psychology, School of Applied Sciences University of Wolverhampton

2. Acknowledgements Emma Purnell Emma Purnell Eleanor Cohn Eleanor Cohn Dave Ormerod Dave Ormerod Lisa Orchard Lisa Orchard Debbie Stevens-Gill Debbie Stevens-Gill Lucy Oldaker Lucy Oldaker

3. Overview Beginning…Middle...End… AIM: Introduce e-portfolio to support the development of key skills for level one students on Introduction to Psychology.

4. Beginning Things the students and staff were unhappy with: Things the students and staff were unhappy with: use of feedback finding information referencing writing skills what is university ‘level’? Considerations: Different abilities – therefore students need to self-select appropriate tasks Different abilities – therefore students need to self-select appropriate tasks Different difficulties – opportunities needed to support students Different difficulties – opportunities needed to support students

5. E-portfolio Task Assessment: Write a 1000 word essay Assessment: Write a 1000 word essay Staged approach: Staged approach: Skills audit on PebblePADSkills audit on PebblePAD Action plan on PebblePAD (select and complete tasks of own choice)Action plan on PebblePAD (select and complete tasks of own choice) Write & submit essayWrite & submit essay Read and respond to feedback on PebblePADRead and respond to feedback on PebblePAD Final comment from tutorFinal comment from tutor

6. Middle Online workbooks Online workbooks gentle introductiongentle introductiongentle introductiongentle introduction skills profileskills profileskills profileskills profile Introduction to action planningIntroduction to action planningIntroduction to action planningIntroduction to action planning Workshops for students to gain familiarity with PebblePad and other software Workshops for students to gain familiarity with PebblePad and other software Finding informationFinding informationFinding informationFinding information Completing a skills audit and action planCompleting a skills audit and action planCompleting a skills audit and action planCompleting a skills audit and action plan

7. Middle Activities on PebblePAD… Activities on PebblePAD… Skills auditSkills auditSkills auditSkills audit Action planning for the essayAction planning for the essay Receive feedbackReceive feedback Leaving a response to feedbackLeaving a response to feedbackLeaving a response to feedbackLeaving a response to feedback Face to face support… Face to face support… Weekly ‘Mop-Up’ sessionsWeekly ‘Mop-Up’ sessions One-to-one sessions available regularlyOne-to-one sessions available regularly http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=4 60004&type=actionplan http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=4 60004&type=actionplan

8. End Looking back… Looking back… AssetsAssets Student questionnairesStudent questionnaires Pass ratePass rate Submission of workSubmission of work Staff commentsStaff comments

9. End: How students use their feedback In comparison with the previous year: In comparison with the previous year: Last year’s “pink” feedback sheets have been archived, roughly 20% were collectedLast year’s “pink” feedback sheets have been archived, roughly 20% were collected This year- all students accessed their feedbackThis year- all students accessed their feedback WHO read the feedback? WHO read the feedback? Last year – those who had a complaint about their gradeLast year – those who had a complaint about their grade This year – those who wanted some feedback (initially)This year – those who wanted some feedback (initially) WHAT did students think of their feedback? WHAT did students think of their feedback? Last year – they complained about it!Last year – they complained about it! This year – they built on it to make new goals and action plansThis year – they built on it to make new goals and action plans WHY did students read their feedback? WHY did students read their feedback? Last year – to check their gradeLast year – to check their grade This year – to provide guidance on their strengths and areas for developmentThis year – to provide guidance on their strengths and areas for development

10. What the students said about feedback “Good cos you have a conversation you can look back on” “Good cos you have a conversation you can look back on” “online feedback is useful as it is easily accessible” “online feedback is useful as it is easily accessible” “online feedback is useful cos it really does tell you what to do” “online feedback is useful cos it really does tell you what to do” “you can always access it, it is hard to lose” “you can always access it, it is hard to lose” Appreciative of FeedbackAppreciative of FeedbackAppreciative of FeedbackAppreciative of Feedback

11. What the staff said: “allowing the students to comment on their feedback was both an interesting and awarding experience, as it could be seen how thoroughly the students had read and interpreted the comments for their own understanding.” “It is enlightening to read positive responses to feedback, rather than hear complaints and excuses” "it was very rewarding to see that so many students have engaged so thoroughly with their feedback” “It encourages us to give useful feedback, when it is known it is used positively by students”

12. End: Improvement in pass rate 5% increase in pass rate when compared with last year 5% increase in pass rate when compared with last year Possible reasons: Possible reasons: Study skills addressedStudy skills addressed Action Plan – supporting independent learningAction Plan – supporting independent learning Engaging with students earlier onEngaging with students earlier on Personal approachPersonal approach Supporting IT skillsSupporting IT skills

13. What the students said about the activities… The activities… The activities… “have definitely helped me to strengthen weaknesses that I identified, for example literature searches” “get people to think about their individual learning styles and help them plan their work” “help us plan, as in year 1 we are just beginning to get used to a new way of working” “made me take more note of what I need to improve in my essay writing” Skills Audit helpedSkills Audit helpedSkills Audit helpedSkills Audit helped Action Plan HelpedAction Plan HelpedAction Plan HelpedAction Plan Helped

14. What the staff said: “In relation to last years assignments the general quality of essays appeared to be better, most students seemed to grasp and answer the questions effectively.” “In relation to last years assignments the general quality of essays appeared to be better, most students seemed to grasp and answer the questions effectively.” “In addition there were generally more primary sources cited to support arguments which would be directly related to the literature search that students did in workshops” “In addition there were generally more primary sources cited to support arguments which would be directly related to the literature search that students did in workshops” “Office hours were consistent with last year, as was the quality of referencing (with the most common mistake being submitting a bibliography as opposed to references)” “Office hours were consistent with last year, as was the quality of referencing (with the most common mistake being submitting a bibliography as opposed to references)”

15. Challenges & Opportunities Technical problems Technical problems “PebblePad was not without its problems and limitations, however, I feel the trial was on the whole very successful.”“PebblePad was not without its problems and limitations, however, I feel the trial was on the whole very successful.” “From our point of view, there were technical problems with getting feedback onto PebblePad as well as technical problems with students being able to see their feedback and respond to it.““From our point of view, there were technical problems with getting feedback onto PebblePad as well as technical problems with students being able to see their feedback and respond to it.“ Having acquired the skills of reflection, e-portfolio is still seen as being quirky and not part of a “proper degree”. Having acquired the skills of reflection, e-portfolio is still seen as being quirky and not part of a “proper degree”. Are you using PebblePAD with any other modules?Are you using PebblePAD with any other modules? Yes = 8 No = 55Yes = 8 No = 55 “if used, PebblePad needs to be integrated more” “I thought ‘why is this relevant?’ then it all became clear” Online deadlines : 30% failed to meet an online deadline.Online deadlines : 30% failed to meet an online deadline. Widespread use would be of benefitWidespread use would be of benefit

16. Challenges & Opportunities Future use Future use Students have continued to update their action plans. Further action plans were requested to help with revision for later assessment on the same module.Students have continued to update their action plans. Further action plans were requested to help with revision for later assessment on the same module. “ I enjoyed the experience and will use it for the rest of my degree” “Thank you for helping me structure my first assignment and you should constantly use this in future with most assignments” “It’s really helped me start my revision” Staff comment: “It was obvious that the majority of students had took the time to personalise their homepage, which I feel demonstrates their enthusiasm for the new software”