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Five things I have learned from students about feedback

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Interest in enhancing learning/feedback on assessment ... Affirmation for correct responses. Where need to choose incorrect statement re-iterate in ... – PowerPoint PPT presentation

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Title: Five things I have learned from students about feedback


1
Five things I have learned from students about
feedback
  • Dr Georgina Fyfe
  • School of Biomedical Sciences
  • Curtin University
  • Western Australia

2
Curtin University
  • Largest in Western Australia (of 5)
  • Mostly vocational courses
  • Large Faculty of Health Sciences
  • Contains many Schools
  • Pharmacy, Physio, OT, Public Health,
  • Nursing MW, Psychology
  • Plus my School Biomedical Sciences
  • Courses in MLSc, MolGen, Human Biol

3
Opportunities to gain insight
  • My classroom teaching

4
Opportunities to gain insight
  • My classroom teaching
  • Interest in enhancing learning/feedback on
    assessment/reflective practice for students

5
Opportunities to gain insight
  • My classroom teaching
  • Interest in enhancing learning/feedback on
    assessment/reflective practice for students
  • 2005 collaborative grant to enhance feedback for
    on-line tests across three West Australian
    universities

6
My classroom teaching
  • Mainly undergraduate students
  • Design curriculum incl assessment
  • Includes service teaching
  • E.g. medical Imaging
  • 1st, 2nd and 3rd years

7
My classroom teaching
  • Mainly undergraduate students
  • Design curriculum incl assessment
  • Includes service teaching
  • 1st, 2nd and 3rd years
  • 1st yrs do I know enough?

8
My classroom teaching
  • Mainly undergraduate students
  • Design curriculum incl assessment
  • Includes service teaching
  • 1st, 2nd and 3rd years
  • 1st yrs do I know enough?
  • 2nd yrs do I understand this properly?

9
My classroom teaching
  • Mainly undergraduate students
  • Design curriculum incl assessment
  • Includes service teaching
  • 1st, 2nd and 3rd years
  • 1st yrs do I know enough?
  • 2nd yrs do I understand this properly?
  • 3rd yrs how can I improve?

10
My classroom teaching
  • Mainly undergraduate students
  • Design curriculum incl assessment
  • Includes service teaching
  • 1st, 2nd and 3rd years
  • 25 yrs designing, delivering and marking
    assessment tasks AND providing feedback

11
Interest in feedback on assessment/reflective
practice
  • Trying different types of assessment
  • Varying the feedback given
  • Seeking feedback from students - what works for
    them and why

12
Interest in feedback on assessment/reflective
practice
  • Trying different types of assessment
  • Varying the feedback given
  • Seeking feedback from students - what works for
    them and why
  • Reflecting on my own perceptions and use of
    feedback and trying to model good practice

13
Interest in feedback on assessment/reflective
practice
  • Trying different types of assessment
  • Varying the feedback given
  • Seeking feedback from students - what works for
    them and why
  • Reflecting on my own perceptions and use of
    feedback and trying to model good practice

14
Paper-based reflective practice following
assessment
  • How did you go?
  • Better/worse than/same as expected
  • Why?
  • Areas of syllabus material giving problems?
  • Test technique?
  • Strategies for improvement

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18
2005 collaborative grant
  • funded by Australian Learning Teaching Council
    (then Carrick)
  • to enhance feedback for on-line MCQ/Short Answer
    tests
  • across three West Australian universities, Human
    Biol discipline
  • Large potential sample

19
2005 collaborative grant
  • Wrote and implemented feedback for on-line MCQ/TF
    assessment tasks
  • Based on focus gp survey info
  • Incorporated optional reflective bit (following
    feedback) at end of test

20
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24
2005 collaborative grant
  • Wrote and implemented feedback for on-line MCQ/TF
    assessment tasks
  • Based on focus gp survey info
  • Incorporated optional reflective bit (following
    feedback) at end of test
  • Gained info from initial survey (n1099) and
    collected test usage patterns perceptions from
    post-test survey and matched to student
    perceptions/expectations/demogs

25
Feedback Guiding Principles
  • Address why, not what
  • Use plain language except for key terms (in
    parentheses as encountered)
  • Affirmation for correct responses
  • Where need to choose incorrect statement
    re-iterate in affirmation (You are right! That
    statement was untrue.) and as a general comment
  • Personal voice for correct responses, impersonal
  • for pointing out error
  • Give mental images to remember by,avoid
    meaningless mnemonic aids
  • 1-2 sentences

Excellent use of brackets within the feedback.
(ECU)
26
Tests with Feedback
  • UWA CURTIN
  • 30 questions
  • Each chosen randomly from topic sets of 5 -15
    questions
  • WebCT
  • ECU 50 questions
  • No variation
  • Blackboard

Designed to take about 1 minute per question
27
Tests with Feedback
28
Conditions Under Which Available
Summatively Formatively
4-5 x 25-30 question (random generation within topic areas) tests available 1-2 times for 40 minutes, 9am-5pm, no notes, strict security, each worth 6-12 of unit mark S1 tests could be taken twice best result kept. WebCT4.0
6 x 30 question tests per semester (random generation within topic areas), from week 3, 9am-5pm, no time limit, moderately secure (video monitored), each worth 2 of unit mark. (MCQs from same database part of final paper-based exam) Unlimited access to tests without feedback for whole semester, with feedback for 10 days at end of semester WebCT6.0
(MCQs from same database part of final paper-based exam) 50 item (fixed) tests available 1 month, unlimited access Blackboard
29
So what are my five things..?
30
So what are my five things..?
  1. Variety of feedback

31
So what are my five things..?
  • Variety of feedback
  • Must be timely relevant
  • Students like a selection available
  • Like to receive multiple types
  • E.g. reasons for right as well as wrong answers
  • Ideal/most useful may differ
  • For individuals, different assessment tasks
  • Over time (development of skills)

32
So what are my five things..?
  1. Variety of feedback
  2. Student perceptions dont always match teacher
    perceptions

33
So what are my five things..?
  • Variety of feedback
  • Student perceptions dont always match teacher
    perceptions
  • Recognising feedback
  • Remind them they are getting it
  • What is useful
  • Assessment as a feedback opportunity
  • Using feedback well takes practice

34
So what are my five things..?
  1. Variety of feedback
  2. Student perceptions dont always match teacher
    perceptions
  3. Students like feedback to be personal

35
So what are my five things..?
  • Variety of feedback
  • Student perceptions dont always match teacher
    perceptions
  • Students like feedback to be personal
  • Acknowledge personal traits
  • Emails with attached model answers
  • In-class reviews of tests
  • Margin or summary comments

36
So what are my five things..?
  1. Variety of feedback
  2. Student perceptions dont always match teacher
    perceptions
  3. Feedback needs a personal touch
  4. Students want a dialogue about their feedback

37
Students want a dialogue about their feedback
  • As in good learning
  • Aids clarification, acceptance and reflection
  • Could be peer, self
  • Reflection on assessment performance following
    feedback
  • Close the loop by following up
  • communicate back to students

38
So what are my five things..?
  1. Variety of feedback
  2. Student perceptions dont always match teacher
    perceptions
  3. Feedback needs a personal touch
  4. Students want a dialogue about their feedback
  5. Importance of feedback cannot be underestimated

39
Importance of feedback cannot be underestimated
  • Important for progress
  • But only if assessment task can be recalled
  • Should be available from every assessment task
    prior to next
  • ..even end-of-sem summative
  • Our most important role?
  • Provide expert feedback
  • Facilitate skills development

40
So what are my five things..?
  1. Variety of feedback
  2. Student perceptions dont always match teacher
    perceptions
  3. Feedback needs a personal touch
  4. Students want a dialogue about their feedback
  5. Provision of feedback our most important role
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