Dr Serena Bufton: Sheffield Hallam University

1
Linked Learning Hyperlinks to follow up tutor
feedback

• Dr Serena Bufton Sheffield Hallam University
• Dr Deirdre Burke University of Wolverhampton

2
Overview

• Student use of tutor feedback
• Activity 1. Acting on feedback
• Activity 2. Feedback Tutorial Template
• Research
• Sheffield Hallam
• Wolverhampton
• Activity 3. Feasibility

3
Strategy

• Lack of guidance for students on what to do with
  feedback (Weaver 2006)
• No guidance on how to address issues in tutor
  feedback (Burke 2007)
• Lack of clarity on what appropriate work would
  look like (Sommers 1982).

4
Gap in perceptions of feedback
Maclellan, E Assessment for Learning the
differing perceptions of tutors and students in
Assessment and Evaluation in Higher Education,
Vol.26, No.4, 2001. pp. 307- 318.
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Student use of tutor feedback

• Students do not read feedback
• If they read feedback is often misunderstood
• Even when read and understood is rarely acted
  upon.
• (Falichikov 1995)
• Challenge
• - to get students to read, understand and act on
  feedback.

6
Strategy

• Lack of guidance for students on what to do with
  feedback (Weaver 2006)
• No guidance on how to address issues in tutor
  feedback (Burke 2007)
• Lack of clarity on what appropriate work would
  look like (Sommers 1982).

7
Gap in perceptions of feedback
Maclellan, E Assessment for Learning the
differing perceptions of tutors and students in
Assessment and Evaluation in Higher Education,
Vol.26, No.4, 2001. pp. 307- 318.
8
Centre for Excellence in Teaching and Learning
Critical Interventions for Enhanced Learning
(CIEL)

• The ASK approach
• ATTITUDE change- to help students rethink their
  belief in assignment/learning closure
• STRATEGIES (recognition of variety of learning
  styles and needs as a starting point) electronic
  links/ academic study skills feedback tutorials
• KNOWLEDGE (cognitive and practical)
• Understanding the need to act on feedback.
• Knowing how to act on feedback.

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How do I find out what more analysis means?
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Activity 1. Unpacking tutor feedback

• Please get into pairs to explore the feedback on
  the introduction to the essay.
• One person act as the student requesting support
• One person act as a Skills Tutor (see next
  slide)
• Ten minutes to draw out issues from the feedback
  and suggest ways for the student to act on advice.

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Study Skills Advisor

• Role
• To deal with a range a issues students wanted
  help with
• Help unpick tutor feedback
• Suggest further resources or support staff
• Be a critical friend

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Three levels
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Underlying pedagogy

• Students need to take ownership of their work, to
  accept and understand tutor comments to align
  their work against learning outcomes
• Formative feedback encourages students to develop
  their work to achieve academic literacy
  writing in the way required by their discipline
• Role of exemplars to help students see what is
  required by their subject, also seeing other work
  helps students to be objective about their own
  work.

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Activity 2. Feedback template

• In your pairs reverse roles
• One person to act as the student
• One person to act as Skills Tutor and complete
  the Feedback tutorial form during the tutorial.

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Our student feedback on Electronic Links
I start with one link and work across the 3 areas
recommended.

• Prioritising
• Learning Styles met
• Convenience
• Level/Nature of link

Im much more likely to use this link than
looking at a study skills book
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Sheffield Hallam University Research findings

• 1. Formative Assessment in Science (FAST)
• 2. The Assessment for Learning Initiative
  (TALI)
• 3. Technology, Feedback, Action

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University of Wolverhampton

• Key issues
• Convenience
• 2. Prioritising
• 3. Learning Styles
• 4. Level/Nature of link

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Student Feedback following session with Study
Skills Advisors
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Over to you

• Please use the post-it notes to offer your
  perspectives
• Green aspects you think will work
• Blue suggestions for improvement
• Red problems

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Thank you

• Thank you for your participation in this session,
  if you would like more information or to be
  involved in the research, please consult the
  linked webfolio (http//pebblepad.wlv.ac.uk/webfol
  io.aspx?webfolioid1112466)
• or contact
• Deirdre.burke_at_wlv.ac.uk

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References

• Burke, D. (2007) Getting the most out of
  feedback in Nutt, D. Tidd, J. (Eds.) 1st
  European First Year Experience Conference April
  2006, pp. 36- 49, Teesside, University of
  Teesside.
• Falchikov, N. Improving Feedback To and From
  Students, in Knight, P. (Ed.) (1995). Assessment
  for Learning in Higher Education, London Kogan
  Page, pp. 157- 166.
• Lea, M.R. Street, B. (1998) Student Writing in
  Higher Education an academic literacies
  approach, Studies in Higher Education, 23 (2),
  157-172.
• MacLellan, E. (2001) Assessment for Learning the
  differing perceptions of tutors and students,
  Assessment and Evaluation in Higher Education
  26(4), 307- 318.
• Race, P. (2001) Using feedback to help students
  to learn York Higher Education Academy.
• Sommers, N. Responding to Student Writing
  College Composition and Communication, Vol. 33,
  No. 2., 1982, 148 156.
• Weaver, M.R. (2006) Do Students value feedback?
  Student perceptions of tutors written response,
  Assessment and Evaluation in Higher Education,
  31(3), 379-394.