Embed Size (px)
Citation preview
Moving feedback forward!
'action without feedback is completely unproductive for the learner'
Cormac McGrath, (UME, CLK, LIME)
To consider
Consider a specifically troublesome feedback situationWhat characterizes it? What was difficult?
When you give feedback, what is the focus of your feedback? Is there both a process and a product?
5/7/2010 11:21:15 AM Läkarprogrammet.ppt Karolinska Institutet 117942
Läkarprogrammet
Karolinska Institutet Lärare
Negativ (%) Positiv (%)
Bas: Haft lärarledd utb. 6762010 KI totaltEj svar
Delindex Lärare 13 67 68 0
Vilket betyg ger du de lärare du hade när det gäller att vara kunnigt i sitt ämne?0 98 92 0
... visa engagemang för undervisningen? 4 77 76 0
... förmedla kunskap på ett begripligt sätt? 7 72 70 0
... ge återkoppling? 38 27 39 0
... ha en dialog med studenterna? 20 43 50 0
... behandla studenterna respektfullt? 5 84 78 0
100% 100%
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
10
10
20
20
30
30
40
40
50
50
60
60
70
70
80
80
90
90
2010
1 2 4 5
5/7/2010 11:21:15 AM Läkarprogrammet.ppt Karolinska Institutet 117942
Läkarprogrammet
Karolinska Institutet Handledare i verksamhetsförlagd utbildning/praktik
Negativ (%) Positiv (%)
Bas: Haft praktik 6262010 KI totaltEj svar
Delindex Handledare 12 69 74 0
Vilket betyg ger du de handledare du hade när det gäller att vara kunnigt i sitt ämne?1 94 92 0
... visa engagemang för att handleda/undervisa? 12 66 73 1
... förmedla kunskap/erfarenheter på ett begripligt sätt? 9 73 77 0
... ge individuell återkoppling? 32 41 54 0
... ha en dialog med studenterna? 15 56 66 1
... behandla studenterna respektfullt? 6 80 81 0
... vara goda förebilder för det yrke du valt? 7 72 76 0
100% 100%
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
10
10
20
20
30
30
40
40
50
50
60
60
70
70
80
80
90
90
2010
1 2 4 5
5/7/2010 11:21:15 AM Läkarprogrammet.ppt Karolinska Institutet 117942
Läkarprogrammet
Karolinska Institutet Examination
Negativ (%) Positiv (%)
Antal svar 7042010 KI totaltEj svar
Delindex Examination 24 43 49 2
Vilket betyg ger du examinationerna när det gäller tydliga bedömningskriterier för olika betyg? 16 42 51 3
... att innehållet i examinationen återspeglar lärandemålen i kursplanerna?15 59 61 2
... den återkoppling som du får på genomförd examination?42 27 35 1
100% 100%
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
10
10
20
20
30
30
40
40
50
50
60
60
70
70
80
80
90
90
2010
1 2 4 5
Challenges to a feedback oriented learning environment
Modularization
Fragmentation
Massification of education
Changing demographics
Excessive summative assessment
Teacher feedback: key to success
Synthesis of 800 meta analysis, involving 80 miljoner students
Biggest effect on student learning: • Pupils' knowledge of goals/criteria• Results/feedback to the learner• The teacher's pedagogical skills• Classroom environment• Support and encouragement from home• Analyze teaching occasions together with colleagues
Hattie, Synligt lärande, rapport SKL , 2011
Two approaches to feedback
Mark I Mark II
Mark I Feedback
”is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way.”
Ramaprasad (1983)
Mark I The Engineering approach
Information is corrective, leads to change
Do you offer opportunities to change today? If so then how?
Challenges to a feedback oriented learning environment
Modularization
Fragmentation
Massification of education
Changing demographics
Excessive summative assessment
Mark IIMark II
Mark II Feedback-Feedforward
Shape students agency in their own process of learning but can develop the dispositions needed for identifying and using feedback beyond formal education settings
Boud & Molloy (2013)
What characterizes Mark II feedback-forward?(1) involving students in dialogues about learning which raise their awareness
of quality performance;
(2) facilitating feedback processes through which students are stimulated to
develop capacities in monitoring and evaluating their own learning;
(3) enhancing student capacities for ongoing lifelong learning by supporting student development of skills for goal setting and planning their learning and
(4) designing assessment tasks to facilitate student engagement over time in
which feedback from varied sources is generated, processed and used to
enhance performance on multiple stages of assignments.
Prerequisites
• Students
• Perceptions of learning or being taught
• Gather data to inform learning
• May not be possible to change routines
• Develop an evaluate capacity
• Curriculum
• Curriculum design
• Feedback from noun “something you get” to verb, something you do
• A systemic approach to the design of courses and tasks is needed for such an approach to be effectively implemented.
• Environment
• Living the curriculum
• A plethora of input
• Opportunities herein?
Summary
(1) From an act of teachers to an act of students in which teachers are part (from unilateral to co-constructed; from monologue to dialogue).
(2) From the almost exclusive use of teachers to that of many others (from sin-gle source to multiple sources).
(3) From an act of students as individuals to one that necessarily implicates peers (from individualistic to collectivist).
(4) From a collection of isolated acts to a designed sequence of development over time (from unitary items to curriculum)
Concluding remarks
Feedback is essential feature of learning in higher education
Faculty can create opportunities for learning to occur in informal situations
A shift from Mark I feedback to Mark II could constitute a new way of perceiving practice, curriculum design and student involvement.
Your thoughts and reflections
