Embed Size (px)
Citation preview
Feedback designs to promote dialogue
David CarlessUniversity of Hong Kong
December 14, 2015Open University of Catalonia
The University of Hong Kong
Overview
1. The wider feedback picture
2. Principles of dialogic feedback
3. Online dialogic feedback
4. Issues & Implications
The University of Hong Kong
SITUATING FEEDBACK
The University of Hong Kong
Bigger pictureFeedback as assessment design issue
Feedback as a pedagogical issue
Feedback as a relational issue
The University of Hong Kong
The University of Hong Kong
Productive assessment task design
Understanding quality in the discipline
Student engagement with feedback
Learning-oriented assessment framework
Research process The University of Hong Kong
Merry, Price, Carless, & Taras (2013)
What does ‘feedback’ mean?
As dialogues around student work
The University of Hong Kong
As comments …Providing information about performance
AND/OR
Defining feedback
“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies”.
Carless (2015, p.192) building on Boud & Molloy (2013)
The University of Hong Kong
Closing feedback loops
It’s only feedback if students take some action
The University of Hong Kong
FEEDBACK AS DIALOGUE
The University of Hong Kong
Dialogic feedback principles
• Process rather than product
• Prompting learner action
• Peers as active source of feedback
• Inner dialogue, internal feedback
The University of Hong Kong
Key aim of feedback
To enhance student ability to self-monitor their work in progress
The University of Hong Kong
Dialogic feedback in practice1. Teacher-facilitated dialogic feedback
2. Online dialogic feedback
3. Peer feedback and internal feedback (Nicol, 2010)
The University of Hong Kong
Assessment dialoguesDiscussing assessment processes to help students understand rules of the game (Carless, 2006)
The University of Hong Kong
Feedback designsActivities in which students make judgments
The University of Hong Kong
Exemplars & feedback Analysis of exemplars can support students in decoding teacher feedback (Handley & Williams 2011; To & Carless, 2015)
The University of Hong Kong
Guidance & feedback
Integrated cycles of guidance & feedback within learning processes (Hounsell, 2007; Hounsell et al. 2008)
The University of Hong Kong
Model of guidance & feedback
Preparatory Guidance
-Clarifying task-Engaging with criteria-Analyzing exemplars
Student self-monitoring
-Seeking & using feedback-Peer review-Self-evaluation
Ongoing clarification
-Opportunities for practice-Apply criteria-Review work in progress
Cumulative task designs• Task 1 feedback interlinked task 2
• Position students as active feedback seekers & users
The University of Hong Kong
ONLINE FEEDBACKSTRATEGIES
The University of Hong Kong
Learning Management Systems
Storing and accessing feedback comments
Prompting students to act on prior feedback (before receiving more feedback)
The University of Hong Kong
Use of FacebookMore attractive to students than Moodle (Deng & Tavares, 2013)History students uploaded drafts & received peer feedback (Carless, 2015)
The University of Hong Kong
Assessed blogBusiness case: participation grade included blog contribution
“Having a grading allocation … gives some life to the blog” (Carless, 2015, p. 124)
Sense of cumulativeness vs stating own opinion
The University of Hong Kong
Non-assessed blogInvolved current students, past students and practitioners in industry
“Students will treasure feedback if it addresses their needs and interests”
The University of Hong Kong
Audio (& video) feedback
Providing recorded verbal commentary (instead of written feedback?)
The University of Hong Kong
Audio feedback: pros
• Viewed positively by students (Lunt & Curran, 2010)
• Shows concern; permits nuanced feedback or detail (Savin-Baden, 2010)
• May resemble a dialogue (Nicol, 2010)
The University of Hong Kong
Audio feedback: cons
• ‘Moderate’ impact on student learning (Gould & Day, 2013)
• Difficult in failure cases• Workload? (Hennessy & Forester, 2014)
The University of Hong Kong
STUDENT ROLE IN SEEKING, GENERATING & USING FEEDBACK
The University of Hong Kong
Peer feedback Potentially more plentiful …
But peers often viewed as lacking expertise
The University of Hong Kong
Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014)
The University of Hong Kong
Sustainable feedback
Enhancing student role to generate & use feedback (Carless et al., 2011; Hounsell, 2007)
The University of Hong Kong
SELECTED FEEDBACK CHALLENGES
The University of Hong Kong
Confusion over purposesStudent & staff confusions over purposes of feedback and what it can achieve (Price et al., 2010)
The University of Hong Kong
Workload Students (not staff) should work harder to generate and use feedback
The University of Hong Kong
Shifts in priorities The University of Hong Kong
Increase Decrease
In-class dialogic feedback within course time
Unidirectional comments after course completion
Written feedback comments on first assessment task of module
Written feedback comments on final task of module
Feedback for first year students
Feedback for final year students
Failing to connectDifficulties for lower achievers to make sense of feedback (Orsmond & Merry, 2013)
The University of Hong Kong
Implications The University of Hong Kong
Feedback literacy
Teachers need to help students understand purposes of feedback & how they can use it
The University of Hong Kong
Good feedback practiceIntegration of feedback & task design;
Timely dialogues: online & peer feedback;
Development of student self-regulation for sustainable feedback
The University of Hong Kong
THANK YOU
The University of Hong Kong
