Giving fast and effective feedback by sdfwerte

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									     Feedback and evaluation in
              context
              Some suggested alternatives




December 06         PAR Feedback & evaluation in context   1
     Seven principles of good feedback
              Nicol & Macfarlane-Dick (2006)
1.     Facilitates the development of self-assessment
       (reflection) in learning
2.     Promotes peer and tutor dialogue around learning
3.     Helps clarify what good performance is (goals, criteria,
       expected standards)
4.     Provides opportunities to close the gap between current
       and desired performance
5.     Delivers high quality information to students about their
       learning
6.     Encourages positive motivational beliefs and self-esteem
7.     Provides information to teachers that can be used to help
       shape the teaching
December 06           PAR Feedback & evaluation in context   2
  Closing the gap between current and
          desired performance
Some pointers taken from Phil Race (2006)
http://www.phil-race.com/
Needs to be timely – the sooner the better – immediately
• How?
     – Statement banks (collections of frequently used comments)
     – Emailing feedback directly to students
     – An overall feedback sheet based on common errors and difficulties
       posted on a discussion board or given out in class and then
       emailing students with any further info they need
     – Model answers – ask students to compare their own work with
     – Give feedback in a lecture class so students can see how their own
       work compares with feedback but also with each other
     – Use track changes for electronically submitted assignments
December 06              PAR Feedback & evaluation in context           3
   Delivering high quality information to
   students about how they are learning
1. Give students a list of feedback comments given on a similar
   assignment before they submit their own
2. Give students feedback comments before they get their marks
3. Ask students to respond selectively to your feedback by
   completing sentences such as:
         •      The part of the feedback that puzzled me most…
         •      I don‟t get what you mean when you say…

4. Ask students to tell you what to stop start and continue doing
   in your feedback
5. Feedback sandwich – positive-negative-positive
  December 06                 PAR Feedback & evaluation in context   4
         Encourages positive motivational
             beliefs and self esteem
“Karl,
You have some good ideas and good arguments which need to be fitted more
directly into an essay which is structured to explicitly relate to the essay question.
 Basically you had to look at the research evidence and decide whether the
video‟s criticisms were justified or not, therefore, every single point you make
should be addressing this question.
 Another suggestion: You could make your arguments more powerful if you
substantiated them with research evidence or at least by referring to an authority
(e.g. text author).
 I feel that more concentration on the actual essay question would pay dividends
for you.”
                                      Grade: C-
   December 06               PAR Feedback & evaluation in context               5
                          Karl’s reaction

“Today we received our Counselling psychology essays back. I knew I should
have stayed in bed this morning. As soon as I saw my grade, all of the
irrational beliefs I had been feeling after the physiology grade I had received in
Part 1, came flooding back to me. „Perhaps I shouldn‟t be doing this course‟
etc etc. At the moment I don‟t feel like writing in my journal, today‟s entry
therefore will be a short one. All I can think of are negative thoughts; what am
I doing at college at my time of life. Trying to hold down a part-time job, be
there for my family and trying to study and complete course work is really
getting me down. It must be so much easier to complete a degree course
without the extra commitments of a family and a job. I know that if I pack the
job in I will have a great deal more time for the other things in my life,
however, finances wont allow this.”


   December 06               PAR Feedback & evaluation in context              6
           Students' difficulties in interpreting
                  lecturers’ comments
         Taken from research carried out for AssessmentPlus:
                   http://www.assessmentplus.net
“… the most frustrating thing I think about comments is when they‟re not
  specific, so when they‟re going it‟s poor, it‟s good, it‟s brilliant – what?, you
  just want to know what, and I mean because when you do your next one
  you‟re like okay well this was good I‟m going to try and do this again, or that
  definitely was completely wrong so I‟m going to leave that out, but it‟s never
  just specific enough. And you know I understand that there‟s time
  restrictions with how they have to mark things and getting them back on
  deadlines and stuff like that, so I can appreciate it to a point, but when you
  have a comment that‟s just completely useless, and you‟re like, at the end of
  the day all you‟re concentrating on is your mark because you‟re like what
  does the comment say anyway, and if you can‟t read it, you‟re sitting there
  for half an hour going what is this word, does it mean something huge or
  something small? I just like, I don‟t really think that‟s good.” (Dan, second
  year, institution C)


   December 06               PAR Feedback & evaluation in context               7
  Do students think we are consistent?
       Taken from research carried out for AssessmentPlus:
                 http://www.assessmentplus.net

 “…it varies depending on who‟s marking your work, like on my personality
one he wrote like about half a page of feedback and on the other one I got like
a sentence and it‟s kind of, you need some kind of consistency with the whole
kind of, you know, with whichever paper‟s being assessed, you know, you
need to have it systematic I think.” (Colin, first year, institution C)

 “… I think it is different amongst the different lecturers what‟s acceptable for
one lecturer might be totally unacceptable to another and depending what
topic you are writing an assignment on for example it‟s hard to explain, I
mean you could maybe focus on how you write an assignment to get a mark
with one lecturer so I think it has to be standardised some where along the
line, there is a lot of students who wouldn‟t really. I‟m very sketchy on it and
I‟m in my third year” (Brett, third year, institution A)

 December 06                PAR Feedback & evaluation in context              8
    Main findings of the assessment
            plus research
• Staff and students have different perceptions of the assessment
  process.
• Staff tend to believe that students tend not to bother with assessment
  criteria nor do they pay attention to the feedback they are given.
• Our research showed a different picture with students acting more like
  „conscientious consumers‟, the term coined by Higgins et al (2002).
• Students felt unclear about expectations of university writing, they
  commented on the variability between tutors and the difficulty of
  interpreting feedback which is often quite general and vague.
• Students wanted more tutor guidance and more hands-on practice at
  developing their essay writing strategies


December 06             PAR Feedback & evaluation in context               9
    Resources and suggestions from SENLEF
    http://www.heacademy.ac.uk.senlef.htm
Student Enhanced Learning through Effective Feedback
1. Feedback on draft submissions face to face on student
   request
2. Formative feedback by giving students chance to self-
   assess using standardised criteria based marking scheme
3. Formative in class tests to help students prepare for
   exams; feedback given very soon after – not graded but
   students have to complete three
4. PRS system – used for multiple choice testing – instant
   feedback to students and to staff on how they are learning
 December 06          PAR Feedback & evaluation in context      10
 5. SENLEF suggestions cont…
5.     Text based online assessment task marked by criterion
       based referencing – self and peers
6.     Written and oral feedback – after submitting
       assignments students given a standardised feedback
       sheet and additional written comments – book
       appointments with tutor for further 1-1 advice
7.     Speeding up feedback: students given both general and
       specific tutor feedback on a draft report in class in small
       groups- allows identification of common problems,
       element of peer assessment and discussion – instant
       feedback

December 06            PAR Feedback & evaluation in context      11

								
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