“There is nothing more powerful in influencing what our students do, how they do it and what they learn than what we do in assessment & feedback” (Boud, 2010)

Feedback workout with Chrissi Nerantzi @chrissinerantzi

Centre for Excellence in Learning and Teaching

4 September 2014

counts towards:

The plan in 3 parts

• Part 1: Reflect on current practice

• Part 2: Share ideas

• Part 3: Identify opportunities for change

What would you like to take away from this session?

Reflecting on current practice

Image source: https://flic.kr/p/aCpzYq

Current feedback practice

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What kind of feedback do your students receive?

When does it occur in the learning process?

What methods do you use?

How often?

Do you use…. Feedback plan – MMU Feedback guidelines - Feedback template - Marking grid – a standardised feedback approach across a unit/programme

What feedback do you get about providing feedback?

How could you improve your feedback practice further?

What are you going to do and why?

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Sharing ideas

Image source: https://flic.kr/p/apty1g

Create • … a portrait of the person

sitting next to you

• Show the portrait to the person you drew

• Provide feedback

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Image source: http://fc01.deviantart.net/fs70/f/2012/270/4/3/melting_crayons_by_annieqiu26-d5g33cw.jpg Act

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Principles of good feedback

1. Facilitates the development of self-assessment (reflection) in learning.

2. Encourages teacher and peer dialogue around learning. 3. Helps clarify what good performance is (goals, criteria, expected

standards). 4. Provides opportunities to close the gap between current and

desired performance. 5. Delivers high quality information to students about their learning. 6. Encourages positive motivational beliefs and self-esteem. 7. Provides information to teachers that can be used to help shape

the teaching.

(Juwah et al, 2004, 6.)

• Title

• Expected size of submission

• Weighting of task Key detail

• Short description of what is expected Overview

•Submission date •Submission arrangements •Feedback date

Submission

• Marking Criteria

• Feedback plan Marking

Assignment Brief

• You will receive your feedback in the form of annotations on the text and a copy of the marking criteria, highlighted to show what level you achieved.

Feedback 1

• You will receive your feedback in an audio file. The mark will be provided separately, in Moodle

• I will not annotate your submission. Feedback 2

• You will receive your feedback on a standard departmental feedback sheet.

• The submission will not be returned to you: keep a copy. Feedback 3

• Generic feedback will be given to the whole class at the session on 10 January.

• You will receive a copy of the marking criteria, highlighted to show what level you achieved.

Feedback 4

Food for thought Feedback by: • Tutor • Student • Peers

Feedback for: • 1 person • A small group • Class/cohort

Feedback linked to • Learning outcomes • Assessment criteria

Feedback • Private • Openly-shared

Feedback • Formative • Summative

Feedback types • Oral • Written • Audio • Video • Screencast • Annotated

Feedback tools • Feedback plan • Feedback guidelines • Feedback template • Marking grid

Feedback • Generic • Personal • Conversational • Motivational • Positive language

Feedback strategies • OU Feedback Sandwich (positive – improve – positive) • Generations of Feedback

(Boud) Mark 0 (tutor-led, conventional) – Mark 1 (student-led generic, dialogic but closed) – Mark 2(student-led focused, dialogic and open)

Identifying opportunities for change

Image source: https://flic.kr/p/bkqXCF

Critique

“Solange arrives at her English university. She is a keen student and wants to do well. After a few weeks, she is asked to write an assignment. When she sits at her computer, she finds that she can only think of the complex ideas she has grappled with on the course in her mother tongue, which is not English. It is an enormous strain to write these ideas and she cannot think directly in English. She has to translate her thoughts one by one. When she gets the essay back, she is extremely disappointed with her mark. She is used to excellent results. Some of the feedback relates to her use of English and is very discouraging. Her tutor has written: ‘There are hints of some interesting ideas in this essay but they are often difficult to understand because you do not express them clearly. Please check your English carefully before you hand in your work There are too many errors here.’” (Duhs, 2010, 6)

Discuss the feedback. Try to redraft it so that it feeds forward and helps Solange to feel less apprehensive about her next essay.

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MMU feedback procedures access, reflect and discuss

• MMU feedback procedures at http://www.mmu.ac.uk/academic/casqe/regulations/docs/feedback.pdf

• Revisit your Current Feedback Practice sheet and complete the last section.

• Discuss with colleagues your feedback practice

and create/enhance a feedback plan as a member of a unit and/or programme team.

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FLEX activities can be linked to • current CPD • past CPD • and be subject-specific or generic.

Successful completion of FLEX can • support the submission of a PSF Fellowship application

• help you gain 15 or 30 academic credits at

Postgraduate level towards the PGCAP or MA in Academic Practice

• help you gain open FLEX badges (under development)

practice-based CPD captured in a portfolio

Engage!

More info about FLEX at www.celt.mmu.ac.uk/flex

References Boud (2010) Keynote, University of Salford Assessment and Feedback Good Practice event, 6 July 2010 Duhs, R. (2010) ‘Please, no exam”’ Assessment strategies for international students, in: SEDA Educational Developments, Issue 11.4, Dec, pp. 3-6 Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. (2004). Enhancing student learning through effective formative feedback, Higher Education Academy in partnership with the University of Central England: Birmingham. Resources CELT Feedback resources, see http://www.celt.mmu.ac.uk/feedback/types.php HEA Assessment and feedback resources, see https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback JISC Transforming Assessment and Feedback for Institutional Change (TRAFFIC project), see http://lrt.mmu.ac.uk/traffic/what-do-you-do-with-feedback/

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