1. Five things I have learned from students about feedback Dr Georgina Fyfe School of Biomedical Sciences Curtin University Western Australia

2. Curtin University Largest in Western Australia (of 5) Mostly vocational courses Large Faculty of Health Sciences Contains many Schools –Pharmacy, Physio, OT, Public Health, Nursing & MW, Psychology Plus my School; Biomedical Sciences –Courses in MLSc, MolGen, Human Biol

3. Opportunities to gain insight My classroom teaching

4. Opportunities to gain insight My classroom teaching Interest in enhancing learning/feedback on assessment/reflective practice for students

5. Opportunities to gain insight My classroom teaching Interest in enhancing learning/feedback on assessment/reflective practice for students 2005 collaborative grant to enhance feedback for on-line tests across three West Australian universities

6. My classroom teaching Mainly undergraduate students Design curriculum incl assessment Includes service teaching –E.g. medical Imaging 1st, 2nd and 3rd years

7. My classroom teaching Mainly undergraduate students Design curriculum incl assessment Includes service teaching 1st, 2nd and 3rd years –1st yrs “do I know enough?”

8. My classroom teaching Mainly undergraduate students Design curriculum incl assessment Includes service teaching 1st, 2nd and 3rd years –1st yrs “do I know enough?” –2nd yrs “do I understand this properly?”

9. My classroom teaching Mainly undergraduate students Design curriculum incl assessment Includes service teaching 1st, 2nd and 3rd years –1st yrs “do I know enough?” –2nd yrs “do I understand this properly?” –3rd yrs “how can I improve?”

10. My classroom teaching Mainly undergraduate students Design curriculum incl assessment Includes service teaching 1st, 2nd and 3rd years 25 yrs designing, delivering and marking assessment tasks AND providing feedback

11. Interest in feedback on assessment/reflective practice Trying different types of assessment Varying the feedback given Seeking feedback from students - what works for them and why

12. Interest in feedback on assessment/reflective practice Trying different types of assessment Varying the feedback given Seeking feedback from students - what works for them and why –Reflecting on my own perceptions and use of feedback and trying to model good practice

13. Interest in feedback on assessment/reflective practice Trying different types of assessment Varying the feedback given Seeking feedback from students - what works for them and why –Reflecting on my own perceptions and use of feedback and trying to model good practice

14. Paper-based reflective practice following assessment How did you go? Better/worse than/same as expected Why? Areas of syllabus material giving problems? Test technique? Strategies for improvement

18. 2005 collaborative grant funded by Australian Learning & Teaching Council (then Carrick) to enhance feedback for on-line MCQ/Short Answer tests across three West Australian universities, Human Biol discipline Large potential sample

19. 2005 collaborative grant 1.Wrote and implemented feedback for on-line MCQ/TF assessment tasks Based on focus gp & survey info 2.Incorporated optional reflective bit (following feedback) at end of test

24. 2005 collaborative grant 1.Wrote and implemented feedback for on- line MCQ/TF assessment tasks Based on focus gp & survey info 2.Incorporated optional reflective bit (following feedback) at end of test Gained info from initial survey (n=1099) and collected test usage patterns & perceptions from post-test survey and matched to student perceptions/expectations/demogs

25. Feedback Guiding Principles Address “why”, not “what” Use plain language except for key terms (in parentheses as encountered) Affirmation for correct responses Where need to choose incorrect statement re- iterate in affirmation (“You are right! That statement was untrue.”) and as a general comment Personal voice for correct responses, impersonal for pointing out error Give mental images to remember by,avoid meaningless mnemonic aids 1-2 sentences Excellent use of brackets within the feedback. (ECU)

26. Tests with Feedback UWA & CURTIN –30 questions –Each chosen randomly from topic sets of 5 -15 questions –WebCT ECU 50 questions –No variation –Blackboard Which of the following statements is CORRECT? Designed to take about 1 minute per question

27. Tests with Feedback

28. Conditions Under Which Available SummativelyFormatively 4-5 x 25-30 question (random generation within topic areas) tests available 1-2 times for 40 minutes, 9am-5pm, no notes, strict security, each worth 6- 12% of unit mark S1 tests could be taken twice – best result kept. WebCT4.0 6 x 30 question tests per semester (random generation within topic areas), from week 3, 9am-5pm, no time limit, moderately secure (video monitored), each worth 2% of unit mark. (MCQs from same database part of final paper- based exam) Unlimited access to tests without feedback for whole semester, with feedback for 10 days at end of semester WebCT6.0 (MCQs from same database part of final paper-based exam) 50 item (fixed) tests available 1 month, unlimited access Blackboard

29. So what are my five things..?

30. 1.Variety of feedback

31. So what are my five things..? 1.Variety of feedback Must be timely & relevant Students like a selection available Like to receive multiple types E.g. reasons for right as well as wrong answers Ideal/most useful may differ For individuals, different assessment tasks Over time (development of skills)

32. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions

33. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions Recognising feedback Remind them they are getting it What is useful Assessment as a feedback opportunity Using feedback well takes practice

34. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions 3.Students like feedback to be personal

35. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions 3.Students like feedback to be personal Acknowledge personal traits Emails with attached model answers In-class reviews of tests Margin or summary comments

36. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions 3.Feedback needs a personal touch 4.Students want a dialogue about their feedback

37. Students want a dialogue about their feedback –As in good learning –Aids clarification, acceptance and reflection –Could be peer, self –Reflection on assessment performance following feedback –Close the loop by following up communicate back to students

38. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions 3.Feedback needs a personal touch 4.Students want a dialogue about their feedback 5.Importance of feedback cannot be underestimated

39. Importance of feedback cannot be underestimated Important for progress But only if assessment task can be recalled Should be available from every assessment task prior to next..even end-of-sem summative Our most important role? Provide expert feedback Facilitate skills development

40. So what are my five things..? 1.Variety of feedback 2.Student perceptions don’t always match teacher perceptions 3.Feedback needs a personal touch 4.Students want a dialogue about their feedback 5.Provision of feedback our most important role