1. What feedback do Political Science Students Want? Lessons from a British perspective Alasdair Blair ablair@dmu.ac.uk Paper presented at the American Political Studies Association Teaching and Learning Conference, Washington DC, 17 th -19 th February, 2012

2. Context of change Professionalisation – ILTHE/HEA Student voice – NSS Gov’t involvement - QAA

3. Value of Feedback Clarifies good performance Facilitates reflective learning Students get info about their learning Encourages peer dialogue encourages positive motivation Close gap between current and desired performance Provides information to shape teaching

4. I receive written feedback on my assignments

5. I receive written feedback on my examination scripts

6. Written feedback helps my learning

7. Tutors expect me to use feedback to improve

8. I receive verbal feedback on my assignments

9. I receive verbal feedback on my examination scripts

10. I have tutorials to discuss my assignment feedback

11. I receive feedback via audio files

12. I receive feedback via email

13. Aware of the timescale for providing feedback?

14. Opportunity to be involved in peer assessment

15. Findings What is feedback? What type of feedback is helpful? What type of feedback is unhelpful? The amount of feedback provided The timeliness of feedback Areas where feedback can be improved

16. What do students regard feedback to be? Written feedback Verbal feedback

17. What type of feedback is helpful? I prefer written feedback as I will then be able to look back over it when writing my next assignment to see what I can improve. Verbal - able to question and gain further understanding to make sure it is constructive.

18. What type of feedback is unhelpful? unreadable writings written on my essay. Overly critical Queuing tutorials Production line feedback

19. The amount of feedback provided No exam feedback!

20. The timeliness of feedback the feedback timescale referred to is largely redundant at present late! too late.

21. Areas where feedback can be improved Upload feedback on blackboard Given in an email Shortly as possible after the assignment Longer office hours It should be automatic

22. Conclusion Timely Readable Constructive Accessible Consistent Dialogic Developmental