1. Focus on feedback Carol Johnston Ciannon Cazaly

2. Focus on feedback QoT QoT CEQ CEQ Teaching structure at Melbourne Teaching structure at Melbourne Importance of feedback in Formative Assessment Importance of feedback in Formative Assessment Move to modularisation and multiple choice Move to modularisation and multiple choice What do student want in feedback ? What do student want in feedback ?

3. The study Assignment analysis Assignment analysis Student and tutor survey Student and tutor survey Student and tutor semi structured interviews Student and tutor semi structured interviews

4. Survey Quantity Quantity Quality Quality Timing Timing Student action Student action Feed Forward Feed Forward Brown, Gibbs and Glover (2003).

5. 49% response rate 49% response rate Respondents: Females 69% and international students 15% cf whole cohort 50% female and 30% international; 80% respondents studied at uni for two years or less Respondents: Females 69% and international students 15% cf whole cohort 50% female and 30% international; 80% respondents studied at uni for two years or less No significant differences between local and international students No significant differences between local and international students Males more positive about the feedback they receive than females Males more positive about the feedback they receive than females

6. Quantity – want more feedback Quantity – want more feedback Timing – seen as too late Timing – seen as too late Quality –around 20% did not find it useful Quality –around 20% did not find it useful Action – do read feedback provided 39% do not Action – do read feedback provided 39% do not Feed forward – most student satisfied 18% were not Feed forward – most student satisfied 18% were not

7. The Assignment 1000 words, 20% 31% of students allowed assignments to be analysed – 99 assignments 31% of students allowed assignments to be analysed – 99 assignments Coded three times Coded three times Quantity- 8 tutors, 8 interventions per assignment Quantity- 8 tutors, 8 interventions per assignment Quality Quality – Content – Motivational – Feed forward – Depth Glover and Brown (2006)

11. Depth of feedback Category 1: a tutor acknowledgement of an error, issue or problem, and draw the students attention to the weakness; Category 1: a tutor acknowledgement of an error, issue or problem, and draw the students attention to the weakness; Category 2: acknowledge an error, issue or problem and provide a correct response or advice on seeking a correct response. Category 2: acknowledge an error, issue or problem and provide a correct response or advice on seeking a correct response. Category 3: acknowledgement of an error and correct response, the tutor comment also provides a reason why the students answer was inappropriate. There is an element of feed forward in category three comments. Category 3: acknowledgement of an error and correct response, the tutor comment also provides a reason why the students answer was inappropriate. There is an element of feed forward in category three comments.

13. Strategies for improvement Train tutors to increase depth of feedback and instruct students in how to use this form of feedback. Train tutors to increase depth of feedback and instruct students in how to use this form of feedback. Support students in understanding language of feedback Support students in understanding language of feedback Model answers ??? Cumulative marking schemes ?? Model answers ??? Cumulative marking schemes ?? Raise level of communication about feedback so that perceptions of tutors and students can be more closely aligned. Raise level of communication about feedback so that perceptions of tutors and students can be more closely aligned.