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From Feedback to Learning
Florence Afolabi, Sally Graham, Joy Jarvis, Amanda Roberts & Lewis Stockwell
Faculty of Humanities, Law & Education
Key Findings
The effect of feedback on confidence – both positive and negative
Lack of student understanding of some of the language used by staff in feedback
Students not always seeing how feedback could be used for a subsequent piece of work
Changes in Staff Practice
• New assignment front cover sheet to emphasise what thestudent needs to do in the next assignment
• Feedback response forms for students to record theirfeedback and strategies for development
• Name ‘office hours’ changed to ‘student drop-in times’ toemphasise staff availability
• More formative feedback during assignment writing
• More reference by staff to prior feedback
Student researchers’ engagement with students and staff
Supporting other students
Working with staff on new modules
Acting as consultants for projects
Student researchers at levels 4-7Focus on strategies to develop writingLTI enhancement award
Development of a School Student
Researcher Project
Research into one cohort of yr 1 students’
perceptions, experience and use of feedback
Perceptions on entry to UH:
Perceptions after receiving first assignmentfeedback:
ConstructiveHelpfulUseful
UnhelpfulConfusingUnclear
What’s the issue?
Difference from previous experience of feedback which was likely to have been focussed, specific and related to ongoing work
Students unclear about how to use advice forimprovement – issues of strategies and agency
I’ve got to work it out for myself!
That is independent
learning!student view staff view
Implications for Feedback Practice
spoon-feeding? scaffolding?
What tools/resources/strategies do students need to be able to become independent learners?
Developing Resources
HLE Faculty‘Learn from Feedback’
Video
http://www.youtube.com/watch?v=0HbbCNIr-z4