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					     Dr Clare Carruthers
  Students attitudes towards feedback:
Departmental experiences and reflections
Implementation Strategy for the Ulster
Principles of A&F for learning
 Appointment of Departmental Champions
 Departmental Champion Workshops
 On-going Championing of the embedding of the
  Principles:
       Presentation to final years by Student
            Engagement Officer of UUSU
  In advance of the deadline for completion of the
                         NSS
               Across two campuses
Focus:
The “Focus on Feedback” UUSU
 designed leaflet
 No awareness of the “Focus on Feedback” guide;
 Issues surrounding understanding of terminology and
  assessment criteria;
 A disengagement with feedback;
 Recognition that feedback is only a mark and comments
  received some time after submission i.e. summative;
 No recognition of the various opportunities for engaging
  with feedback, in particular formative feedback;
 Students only recognised that they received feedback twice,
  maybe three times per semester;
 Lecturers recognise that they provide feedback perhaps as
  frequently as weekly.
No recognition of the following opportunities:

• Tutorials to support preparation of upcoming
  seminars/presentations;
• Verbal feedback provided immediately following
  presentations/seminars;
• Weekly/fortnightly meetings supporting, reviewing
  and giving feedback for research papers/business
  plans;
• Advice on the content/drafts of essays, projects,
  reports etc.;
• No awareness that students could receive feedback
  on examinations;
• Model answers.
        Students were very familiar with the
      various different types of assessment, but
were far less familiar with these key aspects feedback

The biggest issue was surrounding the terminology,
if they don’t recognise they are receiving feedback,
      their experience of it and the translation
             of that to the NSS is obvious
  Future Implementation
 “Focus on Feedback” guide available within Course
  Support Areas for every course in Blackboard Learn;
 Incorporation of the content of the guide within Study
  Skills module in year one;
 Engagement/debate with students on the various
  feedback mechanisms – what mechanisms do they like
  and why? Which are most useful to them? What
  mechanisms of feedback do they find most useful for
  different types of assessment? – students as change
  agents
 Innovation in feedback mechanisms – audio, podcasting,
  video, smartphone feedback etc.
 Departmental project – Audio Feedback:
 Students as change agents
 Audio feedback provided to final year and
  second year students via Wimba Voice Authoring
  within the VLE
 Feedback was for individual essays
 Students advised that audio feedback was
  available and where
 Invited to comment on what they thought of this
  feedback mechanism
  Most of these students had never had this opportunity to do
   this before
  Their comments were overwhelmingly positive:

              “I was able to read through
            the essay along with the points   “you can hear what
               you made. It did feel more     areas of your essay
                personal than getting the     you did well in and
                   written comments.”         what areas you can
                                               improve upon for
”I was surprised that I was comfortable           future essay
  with the new audio style feedback, it         submissions, in
 definitely was convenient for me, and           relation to the
 that I was able to gauge the lecturers        content, structure
feelings of my work as it was a private        and referencing”
   conversation rather than in class”
                                                “I found this form of feedback
                                                 very interesting and found it
                                               encouraged me to take on board
   “I believe this form of                           the comments made, as
    feedback is not only                            sometimes when directly
 extremely informative but                     reading comments I tend to just
an easier way for students to                   skim over them quickly rather
   understand where they                         than actually taking in what
 picked up marks and lost                          feedback has been given”
    marks in their essay”



             “I found the audio feedback very useful as it was very
            accessible, high quality, easy to use, easy to understand,
            clear and concise. I feel that it is a very useful tool as I
            am able to go and listen to the feedback when I want so
            that I can keep up to date on where I am going wrong”
 What they liked               What they had
  about it:                      reservations about:
 Convenience;                  Deterioration in student-
 Effectiveness;                 teacher relationship;
 Constructive for future       No immediate
  work;                          opportunity to ask
                                 questions/seek clarity
 Personalised;
                                 on points made;
 Flexibility in Accessing;
                                Would also like to see
 Ability to re-access;          written annotations on
 Ability to listen and read     the actual hard copy of
  through work                   coursework.
  simultaneously.
                  Key Issues:

 Recognising that our understanding is not always
       the same as students’ understanding;
   Finding ways to reduce that gap and change
            attitudes and understanding;
        Engaging students with feedback;
           Students as change agents.
   Experiences Elsewhere

    Experiences of other institutions?

       Is this an issue elsewhere?

 How is this being addressed elsewhere?

				
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posted:10/1/2012
language:English
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