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Reflecting on how we use Feedback in ePortfolios: Are we stuck in a rut?
Webinar 6 July 2021
Facilitators: Dr Christine Slade & Shari BowkerInstitute for Teaching and Learning Innovation, UQ
ACKNOWLEDGEMENT OF COUNTRYThe University of Queensland (UQ) acknowledges the Traditional
Owners and their custodianship of the lands on which UQ operates. We
pay our respects to their Ancestors and their descendants, who continue
cultural and spiritual connections to Country. We recognise their valuable
contributions to Australian and global society.
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❖ Your role and/or discipline area
❖ Which institution are you from?
❖ What’s one learning you would
like to get from this workshop?
Please Introduce Yourself in the Chat
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What is feedback?
What are the elements in feedback?
Student feedback literacy: processes and interactions
Feedback spirals
Student engagement with feedback
Background Information
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What is feedback?
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“A process through which learners make sense of
information from various sources and use it to
enhance their work or learning strategies.” (Carless
2018)
But we are going to extend the idea of information
from various sources…
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It can be an emotional business
Feedback for Learning – Closing the
assessment loop (monash.edu.au)
ePortfolios Australia Workshop | 6 July 2021
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It can be an emotional business
Feedback for Learning – Closing the assessment loop (monash.edu.au)
ePortfolios Australia Workshop | 6 July 2021
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Feedback is a process in which learners make sense of information about their
performance and use it to enhance the quality of their work or learning
strategies.
This is feedback
ePortfolios Australia Workshop | 6 July 2021 9
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http://newmediaresearch.educ.monash.edu.au/feedback/framework-of-effective-feedback/definition/
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Student feedback literacy process and interactions
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• Previous feedback exp.• Existing capacities to
engage with feedback• Motivated to use feedback
for improvement
• Level of engagement• Making sense of feedback• (text and/or others)• Involves dialogue & co-construction• Emotional or attitude response
• Individual student response• Feedback spirals – iterative
opportunities to engage in feedback results in cumulative impact
Source: Carless (2019a) Learners’ Feedback Literacy and
the Longer Term: Developing Capacity for Impact
• Course design• Course atmosphere• Participant relationships
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Student Engagement with Feedback
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Feedback Loops:
Single loop feedback processes involve short
term actions
Double-loop feedback processes involve longer
term adjustments
When information leads to action then feedback
loop is closed.
Students are left with unresolved questions
about how to improve their learning
Source: Carless, D (2019b)
'A loop implies an end-point, whereas a spiral implies
something more ongoing and developmental'
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Get ready to play along at home: https://www.zeetings.com/Bowker/0012-2328-0001
Using Feedback in ePortfolios
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Mandated
Siloed
Feedback as delivery
Choice and flexibility
Programmatic
Active participation in
feedback (Winstone & Carless
2019)
Shift in ePortfolio design
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DESIGN
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Timing of Feedback
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1st task
Feedback
2nd task
Feedback
3rd task
ePortfolios give us the opportunity to curate
feedback, providing opportunities to give,
receive and work with feedback from multiple
sources (Clarke and Boud, 2018)
ePortfolios
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Student participation in feedback
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• Feedback expectations
• Rubric – criteria and standardsPre-task
• Self-assessment
• Internal feedback
During
• Feedback coversheet
• Feedback action plansPost-task Photo by John Schnobrich on Unsplash
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Students generate comments on their
own work ahead of submission
• Students submit a self-evaluation of their work
with comments using the marking criteria
• Engages students with criteria and expected
standards
• Students self-identify strengths and weaknesses, taking responsibility
During task: Students complete a self-appraisal
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“If students are not open to self-evaluating their work,
defensive reactions to feedback can result, which can
hamper strong engagement.” Winstone,N. & Carless,
D. (2019) p.42.
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Taking this further…
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From comments to internal feedback
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“Internal feedback is the new knowledge that students
generate when they compare their current knowledge and
competence with some reference information.” (Nicol,
2020, p2).
Catalyst of learning and develops self-regulation (p. 14)
More opportunities for feedback without increasing teacher
feedback workload (p. 15)
Students engage in
task/produce work in
ePortfolio
Suitable reference
info for comparison
Deliberate comparisons with written commentary
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Internal feedback in ePortfolio
Rubrics/
criteria
Online resources
Exemplars
Academic comments
Discussion
In class/
tutorials
Videos
Work/
Comments of peers
Adapted from “The power of internal
feedback: exploiting natural
comparison processes” D.Nicol, 2020.
“All teaching and learning scenarios are
laced with latent comparison opportunities.”
(p.19)
• Ideally both good and poor quality exemplars
• Dialogue is a comparator
• The ePortfolio can capture development of
internal feedback through comparing their
work with an external source
Possible external sources for comparison
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Peer Review
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Students produced a
design report
Reviewed of 2 peers (and a self review) using criteria
Received comments
from 2 peers
Students updated
work
Giving Feedback:
Learning processes
More cognitively engaging,
application of criteria,
provides insight into new
ideas or approaches which
they hadn’t considered
Receiving Feedback:
Subject content
Information on how others
interpret their work or on
specific areas for
improvement
Students producing feedback meanings for
themselves reduces the need for teacher
feedback (Nicol, Thomson, and Breslin, 2014)
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Increases the quality of the feedback students are
generating and intensifies the learning (Nicol 2020;
Nicol and McCallum, 2021)
“…shifts the balance in peer review away from students’ commenting on others’ work to reviewing
their own work.” (Nicol and McCallum, 2021,p. 16)
Multiple sequential comparisons are required in
order to match teacher feedback (p. 10)
This is the missing link: Making comparisons explicit
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Sequence of peer/self review
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(From David Nicol & Suzanne McCallum, 2021 p. 7)
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Now using the Google sheet link in the chat.
• In your group, negotiate which existing assessment task you are
going to use.
• Then identify comparison opportunities to enable your students to
generate internal feedback.
• Context is to provide students with the opportunity to produce their
own feedback on their work prior to handing in their final version.
1. What is the task?
2. Choose 3 sources for comparison (see diagram).
3. List 3 reflective questions you will ask students in relation to their
own work to make their comparisons explicit.
4. What is the sequence of review look like in an ePortfolio? i.e. step
by step.
How can you make your students’ comparisons explicit? (20mins)
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Internal feedback in ePortfolio
Rubrics/
criteria
Online resources
Exemplars
Academic
comments
Discussion
In class/
tutorials
Videos
Work/
Comments of peers
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One person from each group to share how they
could get students to generate their own feedback
through comparisons.
Starting with Group #1
Sharing our ideas
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Now that you’ve heard the ideas of others…
Would you make any changes to your task?
What are they and why?
Use the chat…
Making comparisons
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Thank youAny Questions?
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References:Carless, D. (2019a). Learnings’ Feedback Literacy and the Longer Term:
Developing Capacity for Impact. In: Henderson M., Ajjawi R., Boud D., Molloy E.
(eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham.
https://doi.org/10.1007/978-3-030-25112-3_4
Carless, D. (2019b). Feedback loops and the longer-term: towards feedback spirals.
Assessment & Evaluation in Higher Education, Vol. 44,5, 705-714.
Clarke, Jillian L, & Boud, David. (2018). Refocusing portfolio assessment: Curating
for feedback and portrayal. Innovations in Education and Teaching International,
55(4), 479–486. https://doi.org/10.1080/14703297.2016.1250664
Nicol, David & Thomson, Avril & Breslin, Caroline. (2014). Rethinking feedback
practices in higher education: A peer review perspective. Assessment & Evaluation
in Higher Education. 39. 10.1080/02602938.2013.795518.
Nicol, David. (2020) The power of internal feedback: exploiting
natural comparison processes, Assessment & Evaluation in Higher Education, DOI:
10.1080/02602938.2020.1823314
Sadler D.R. (2015) Backwards Assessment Explanations: Implications for Teaching
and Assessment Practice. In: Lebler D., Carey G., Harrison S. (eds) Assessment in
Music Education: from Policy to Practice. Landscapes: the Arts, Aesthetics, and
Education, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-10274-0_2
Winstone,N. & Carless, D. (2019). Designing Effective Feedback Processes in
Higher Education: A Learning-Focused Approach