Five things I have learned from students about feedback

Five things I have learned Five things I have learned from students about from students about

feedbackfeedback

Dr Georgina FyfeSchool of Biomedical Sciences

Curtin UniversityWestern Australia

Curtin University• Largest in Western Australia (of 5)• Mostly vocational courses • Large Faculty of Health Sciences• Contains many Schools

– Pharmacy, Physio, OT, Public Health, Nursing & MW, Psychology

• Plus my School; Biomedical Sciences– Courses in MLSc, MolGen, Human Biol

Opportunities to gain insight

• My classroom teaching


• My classroom teaching• Interest in enhancing

learning/feedback on assessment/reflective practice for students


• My classroom teaching• Interest in enhancing

learning/feedback on assessment/reflective practice for students

• 2005 collaborative grant to enhance feedback for on-line tests across three West Australian universities

My classroom teaching• Mainly undergraduate students• Design curriculum incl assessment • Includes service teaching

– E.g. medical Imaging• 1st, 2nd and 3rd years

My classroom teaching• Mainly undergraduate students• Design curriculum incl assessment • Includes service teaching• 1st, 2nd and 3rd years

– 1st yrs “do I know enough?”


– 1st yrs “do I know enough?”– 2nd yrs “do I understand this

properly?”


– 1st yrs “do I know enough?”– 2nd yrs “do I understand this

properly?”– 3rd yrs “how can I improve?”

My classroom teaching• Mainly undergraduate students• Design curriculum incl assessment • Includes service teaching• 1st, 2nd and 3rd years • 25 yrs designing, delivering and

marking assessment tasks AND providing feedback

Interest in feedback on assessment/reflective

practice• Trying different types of assessment

• Varying the feedback given• Seeking feedback from students -

what works for them and why




what works for them and why – Reflecting on my own perceptions

and use of feedback and trying to model good practice




what works for them and why – Reflecting on my own perceptions

and use of feedback and trying to model good practice

Paper-based reflective practice following

assessment• How did you go?• Better/worse than/same as

expected• Why?• Areas of syllabus material giving

problems?• Test technique?• Strategies for improvement

Human Biology 137 Practical test feedback and reflection

Sem 1, 2008

1. Name What was your prac test score? What was test score you got higher, lower or the same as you expected?

Higher the same lower 2. Did you think your test mark was an accurate reflection of how much you know? Yes/No comment? 2. Please think back to the three pracs which were tested in Test 1 and comment on how well you learned the material during the class. Prac # Learning achievement in the prac, and some reasons why 1

2

3

3. List the three main problem areas of the syllabus material tested which were highlighted by the prac test. (eg. Bony tissue/carpal bones/details of C1 & C2 etc) 1 2 3 4. What strategies will you employ to overcome these problem areas before the next test? (you might like to include things such as preparation for the lab, more focussed work in the lab, self-testing etc etc) 5. State one thing about exam technique issues which were highlighted for you by the prac test, and give some ideas for addressing this issue before the next prac test.

With your permission, this sheet will be collected for analysis and handed back to you for your records

2005 collaborative grant• funded by Australian Learning &

Teaching Council (then Carrick)• to enhance feedback for on-line

MCQ/Short Answer tests• across three West Australian

universities, Human Biol discipline• Large potential sample

2005 collaborative grant1. Wrote and implemented feedback

for on-line MCQ/TF assessment tasks• Based on focus gp & survey info

2. Incorporated optional reflective bit (following feedback) at end of test

2005 collaborative grant1. Wrote and implemented feedback for on-

line MCQ/TF assessment tasks• Based on focus gp & survey info

2. Incorporated optional reflective bit (following feedback) at end of test

Gained info from initial survey (n=1099) and collected test usage patterns & perceptions from post-test survey and matched to student perceptions/expectations/demogs

Feedback Guiding Principles • Address “why”, not “what”

• Use plain language except for key terms (in parentheses as encountered)

• Affirmation for correct responses• Where need to choose incorrect statement re-

iterate in affirmation (“You are right! That statement was untrue.”) and as a general comment

• Personal voice for correct responses, impersonal

for pointing out error • Give mental images to remember by,avoid

meaningless mnemonic aids• 1-2 sentences

Excellent use of brackets within the feedback. (ECU)

Tests with Feedback• UWA & CURTIN

– 30 questions– Each chosen

randomly from topic sets of 5 -15 questions

– WebCT

• ECU 50 questions– No variation– Blackboard

Which of the following statements is CORRECT?

Designed to take about 1 minute per question

Tests with Feedback

Conditions Under Which AvailableSummatively Formatively

4-5 x 25-30 question (random generation within topic areas) tests available 1-2 times for 40 minutes, 9am-5pm, no notes, strict security, each worth 6-12% of unit mark

S1 tests could be taken twice – best result kept.

WebCT4.0

6 x 30 question tests per semester (random generation within topic areas), from week 3, 9am-5pm, no time limit, moderately secure (video monitored), each worth 2% of unit mark. (MCQs from same database part of final paper-based exam)

Unlimited access to tests without feedback for whole semester, with feedback for 10 days at end of semester

WebCT6.0

(MCQs from same database part of final paper-based exam)

50 item (fixed) tests available 1 month, unlimited access

Blackboard

So what are my five things..?


1. Variety of feedback


1. Variety of feedback• Must be timely & relevant • Students like a selection available• Like to receive multiple types• E.g. reasons for right as well as wrong

answers• Ideal/most useful may differ• For individuals, different assessment

tasks• Over time (development of skills)


1. Variety of feedback2. Student perceptions don’t always

match teacher perceptions



match teacher perceptions• Recognising feedback• Remind them they are getting it

• What is useful• Assessment as a feedback opportunity

• Using feedback well takes practice



match teacher perceptions3. Students like feedback to be

personal



match teacher perceptions3. Students like feedback to be

personal• Acknowledge personal traits• Emails with attached model answers • In-class reviews of tests• Margin or summary comments



match teacher perceptions3. Feedback needs a personal touch4. Students want a dialogue about

their feedback

Students want a dialogue about their feedback

– As in good learning– Aids clarification, acceptance and

reflection– Could be peer, self– Reflection on assessment

performance following feedback– Close the loop by following up

• communicate back to students




their feedback5. Importance of feedback cannot

be underestimated

Importance of feedback cannot be underestimated• Important for progress• But only if assessment task can be recalled• Should be available from every

assessment task prior to next• ..even end-of-sem summative• Our most important role?

• Provide expert feedback• Facilitate skills development




their feedback5. Provision of feedback our most

important role

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Five things I have learned from students about feedback