Working in partnership Feedback tutorial template Deirdre Burke: Lecturer Elora Marston: Study Skills Advisor University of Wolverhampton Student use of feedback Do not read feedback, when read is often misunderstood Even when read and understood is rarely acted upon (Falichikov,1995, 159) lack of guidance for students on what to do with feedback (Weaver 2006) No guidance on how to address issues in tutor feedback (Burke 2007) lack of clarity on what appropriate work would look like (Sommers 1982). Gap in perceptions of feedback Students Staff Feedback is Sometimes Frequently helpful in detail (73) (43) Feedback Never Frequently prompts (50) (63) discussion with tutor Feedback Sometimes Frequently improves (72) (49) learning Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318. How do I find out what ‘more analysis’ means? Study Skills Advisor Role To deal with a range a issues students wanted help with Help unpick tutor feedback Suggest further resources or support staff Be a critical friend Feedback Tutorial Example Summary of Learning Needs to be developed: Your tutor noted that you demonstrated a good understanding of the general topic but that you needed to develop your planning so that you use the information to answer the set question. - specific feedback from Tutor We looked at the tutor feedback and comments on the text of - identified from looking at work your essay to see where you could have used material more - response to student query explicitly, and also at the importance of cutting out material that was not relevant. Hyperlinks: These links will take you to sources that will support your learning: Please follow guidance below to let us know how these links helped you follow up tutor feedback. Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml Feedback from student: Please <select> these questions and <copy> them: Does the provision of hyperlink make you more likely to follow up advice? Yes/ No Did the particular links meet your learning needs? Yes/ No Please add any comments on this feedback activity: Then click on the link below and<paste> the questions into the email, fill in your responses and send it back to the project team. Deirdre.firstname.lastname@example.org Guidance about Online tutorial Examples Introductions: Check out this guidance on Try this tutorial on Writing Explore how Meg introduces Writing Introductions and introductions her essay and her tutor’s Conclusions http://www.monash.edu.au/lls/llo comments on why this was a http://asp.wlv.ac.uk/level5.asp nline/writing/arts/philosophy/2.3. good introduction: ?level5=5556 xml http://www.monash.edu.au/lls/llonline/ writing/arts/history/3.2.3.xml Analysis: Check out this guidance on Try this tutorial on Analysing Explore this student’s attempt Writing critically: historical claims: to analyse the evidence: http://www.uefap.com/writing http://www.monash.edu.au/lls/llo http://www.monash.edu.au/lls/llonline/ /writfram.htm nline/writing/arts/history/2.2.xml writing/arts/history/3.1.3.xml Conclusions: Check out this guidance on Try this tutorial on writing Explore this conclusion and the Writing Introductions and conclusions: advice to make it stronger: Conclusions http://www.monash.edu.au/lls/llonline/ http://www.monash.edu.au/lls/llonline/ http://asp.wlv.ac.uk/level5.asp writing/arts/sociology/2.2.2.xml writing/arts/history/3.1.3.xml ?level5=5556 Academic Check out this guidance on Try this tutorial on academic Renee's Sociology essay writing the Features of academic writing: illustrates the use of precise Use of precise writing: http://www.monash.edu.au/lls/llonline/ and accurate language and accurate http://www.uefap.com/writing writing/arts/sociology/2.3.xml http://www.monash.edu.au/lls/llonline/ language /writfram.htm Try this tutorial on Avoiding writing/arts/sociology/3.1.3.xml ‘I’: http://www.monash.edu.au/lls/llonline/ writing/arts/sociology/2.3.1.xml Benefits of template Clear direction to session Useful and organized links for skills tutors to refer to Tangible links and email for follow up by students Encouraging feedback from students to improve on advice Underlying pedagogy Students need to take ownership of their work, to accept and understand tutor comments to align their work against learning outcomes Formative feedback encourages students to develop their work to achieve ‘academic literacy’ = writing in the way required by their discipline Role of exemplars to help students ‘see’ what is required by their subject, also seeing other work helps students to be objective about their own work. Centre for Excellence in Teaching and Learning: Critical Interventions for Enhanced Learning (CIEL) The ASK approach ATTITUDE: change- to help students rethink their belief in assignment/learning closure STRATEGIES (recognition of variety of learning styles and needs as a starting point): electronic links/ academic study skills feedback tutorials KNOWLEDGE (cognitive and practical): - Understanding the need to act on feedback. - Knowing how to act on feedback. Student Feedback following session with Study Skills Advisors Satisfied Unsatisfied 1 2 3 4 5 No Response Handouts 59% 12% 12% 0 2% 15% Electronic 66% 22% 12% 0 0 0 Survey of January sessions on Walsall Campus Ongoing research 2007- 08 Skills Tutors in Humanities - Explore role in unpacking tutor feedback - Helping students prepare for a tutorial - Providing links to electronic resources 2008- 09 Skills Advisors across University - Piloting of feedback tutorial template - Feedback on range of resources - Contribution of resources to student need References Burke, D. (2007) ‘Getting the most out of feedback:’ in Nutt, D. & Tidd, J. (Eds.) 1st European FirstYear Experience: Conference April 2006, pp. 36- 49, Teesside, University of Teesside. Falchikov, N. ‘Improving Feedback To and From Students,’ in Knight, P. (Ed.) (1995). Assessment for Learning in Higher Education, London: Kogan Page, pp. 157- 166. Lea, M.R. & Street, B. (1998) Student Writing in Higher Education: an academic literacies approach, Studies in Higher Education, 23 (2), 157-172. MacLellan, E. (2001) Assessment for Learning: the differing perceptions of tutors and students, Assessment and Evaluation in Higher Education 26(4), 307- 318. Race, P. (2001) ‘Using feedback to help students to learn’York: Higher Education Academy. Sommers, N. ‘Responding to Student Writing’ College Composition and Communication, Vol. 33, No. 2., 1982, 148 – 156. Weaver, M.R. (2006) Do Students value feedback? Student perceptions of tutors’ written response, Assessment and Evaluation in Higher Education, 31(3), 379-394.