Whoosh That went right over my head: a practical exploration of how to make feedback effective

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Whoosh! That went right over my head a
practical exploration of how to make feedback
effective

• Anne Montgomery
• Sue Morison
• Feedback and Assessment Making it work for you
  and your students
• CED 4th Annual Conference 19-20 May 2009
• Queens University, Belfast

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Purpose of today

• How the teacher can help the student to bridge
  the gap between the knowledge and skills they
  possess and what they need to achieve
• Examine feedback relevant to group activities
  but not exclusively so.

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By the end of this session you should have ideas

• about what sort of feedback works and why
• to help students help themselves and learn to
  learn
• about the relevance of CEIPEs interactional
  research to your own practice

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What is CEIPE?

• Department for Employment and Learning funded
  initiative (2005 2010)
• Primarily healthcare professions
• Research and development of programmes of
  interprofessional learning
• Research and development to enhance understanding
  of learning and teaching

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• What is IPE?

• Why research into teaching and learning?

• To examine effects of learner-teacher interaction
  on the learning process.
• Implications of uniprofessional practice for
  interprofessional development

• Members (or students) of two or more professions
  engaged in learning with, from and about each
  other with the aim of promoting collaborative
  practice 1.

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Overview of workshop
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Whoosh! That went right over my
head Nursing Student
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What is feedback?

• formative assessment encompasses all those
  activities
• undertaken by teachers, and/or by their students
  which provide information to be used as feedback
  to modify the teaching and learning activities in
  which they are engaged 2

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Feedback Agree? Disagree?

• Extent and nature of feedback impoverished
• Teachers pay lip service to it but not realistic
  in practice
• Its not well understood by teachers and weak in
  practice
• The context of national and local requirements
  for certification and accountability exert a
  powerful influence on its practice
• Implementation of feedback calls for deep changes
  both in teachers perception of their own role
  regarding students and their classroom practice 2

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encompassing all those activities undertaken by
teachers, and/or by their students which provide
information to be used as feedback to modify the
teaching and learning activities in which they
are engaged
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Feedback effect on teachers

• The act of assessing (formally, informally
  formatively, summatively) has an effect on
  assessors as well as on students. Assessors
  learn about the extent to which students have
  developed expertise, and can tailor their
  teaching accordingly The potential for the
  assessor to develop his disciplinary and/or
  pedagogic repertoire may be realised after a
  period of reflection (perhaps supported by a
  staff development programme) with the effect that
  the revised repertoire of the assessor becomes
  available for subsequent cohorts of student 4

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Steinaker and Bells Experiential Taxonomy 5

• An effective tool for teacher training and self
  evaluation
• Sense personal strengths and limitations
• Plan and participate in professional development
• Augment learner achievement
• Use in variety of settings

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Learner-Teacher Interactions
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Making feedback effective your chance to
explore

• Small groups
• Transcriptions and Analytical Grids
• Recordings 1 2
• Nursing tutor feedback to nursing students
• Medical tutor feedback to medical students
• View recording
• Analyse recording individually and then in group
• Feedback to group

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Recording 1 Nurse Tutor to Nursing Students
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Recording 2 Medical Tutor to Medical Students
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Discussion

• Was workshop valuable in giving
• Ideas about what sort of feedback works and why?
• Ideas to help students help themselves learn to
  learn?
• Are these ideas relevant
• To other teaching settings?
• To other disciplines?

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References

• Barr et al
• Black, P., William, D. (1998) Assessment and
  Classroom Learning, Assessment in Education
  Principles, Policy Practice., 51,7-74 (pp.
  7,18,20)
• Rowntree, D. (1987) Assessing Students How shall
  we know them? Revised edition London Kogan
  Page (p. 4)
• Yorke, M. (2003) Formative Assessment in Higher
  Education Moves Towards Theory and the
  Enhancement of Pedagogic Practice. Higher
  Education, 45(4), 477-501 (p.482)
• Steinaker, N.W. Bell, M.R. (1979) The
  Experiential Taxonomy a new approach to teaching
  and learning. London Academic Press

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Thank you

• Anne Montgomery a.montgomery_at_qub.ac.uk
• Sue Morison s.morision_at_qub.ac.uk
• www.qub.ac.uk/ceipe/