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Gauging Learner Voice
e-Feedback experience at Canterbury ChristChurch University
Simon StarrLearning & Teaching Enhancement Unit
LTEULearning and Teaching Enhancement Unit
Talk Outline
1. What is e-Feedback?
2. Who cares? Students!
3. Some research
4. Trialling e-Feedback at CCCU
• Turnitin GradeMark …
5. Future directions
What is e-Feedback?
What is e-Feedback?
Tutor
Student
What is e-Feedback?
Tutor
Student
GradeSummary
On-script Comments Marking
Grid
What is e-Feedback?
Tutor
Student
GradeSummary
On-script Comments Marking
Grid
Audio?
Word Processed
WWW
Who Cares?
Who Cares? National Students’ Voice
“Feedback: Should be for learning, not just of learning … Should relate to clear criteria … Should be legible and clear”
“tutors and students have differing impressions about what is expected from assessment and how a student can achieve a high mark”
“Objectives for assessment and grade criteria need to be clearly communicated to, and fully understood by, student. Subsequent feedback should be provided primarily in relation to this.”
NUS Feedback Amnesty Briefing Paper - 2009http://www.nus.org.uk/en/Campaigns/Higher-Education/Assessment-feedback-/
Who Cares? National Students’ Voice
“Feedback: Should be for learning, not just of learning … Should relate to clear criteria … Should be legible and clear”
“tutors and students have differing impressions about what is expected from assessment and how a student can achieve a high mark”
“Objectives for assessment and grade criteria need to be clearly communicated to, and fully understood by, student. Subsequent feedback should be provided primarily in relation to this.”
NUS Feedback Amnesty Briefing Paper - 2009http://www.nus.org.uk/en/Campaigns/Higher-Education/Assessment-feedback-/
NUS Charter on Feedback & Assessment - 2010 http://www.nusconnect.org.uk/news/article/highereducation/720/
Who Cares? Local Students’ Voice
“[Arts & Humanities] students were in favour of electronic feedback, yet would like to see it customised for each assignment”
“[Business & Management] students found that they were often unable to read tutor’s [sic] handwriting”
“[Education] students understood that electronic feedback would be easier to read and more structured”
“Students highlighted that feedback would be especially useful if staff used a marking grid to show the students [sic] competence in various areas, 100% of the [Health & Social Care] Reps present agreed that typed and electronic feedback would be preferable”
“[Social & Applied Sciences] students agreed that typed comments were preferable”
Minutes of Student UnionFaculty Council Meeting 4th March 2009
Some Research
Research: 2 case studies
Liverpool John Moores:• 198 L4 Pharmaceutical Science and Science• ‘Feedback 15’ system inc. assessment criteria
and statement banks• Students more satisfied with e-feedback,
particularly amount and where did well/went wrong
Denton, P., Madden, J., Roberts, M & Rowe, P. (2008) ‘Students’ response to traditional and computer-based formative feedback: A comparative case study’, British Journal of Educational Technology, 39 (3) pp.486-500
?
Research: 2 case studies
Liverpool John Moores:• 198 L4 Pharmaceutical Science and Science• ‘Feedback 15’ system inc. assessment criteria
and statement banks• Students more satisfied with e-feedback,
particularly amount and where did well/went wrong
Denton, P., Madden, J., Roberts, M & Rowe, P. (2008) ‘Students’ response to traditional and computer-based formative feedback: A comparative case study’, British Journal of Educational Technology, 39 (3) pp.486-500
University of Wales:• 200 L4/5/6 Criminology
• ‘Feedback template’ inc. assessment criteria andstatement banks
• Students more aware of assessment criteria,motivated and able to improve
• Marking time reduced
Case, S. (2007) ‘Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree’, Assessment &
Evaluation in Higher Education, 32 (3) pp.285-299
Research: Further Reading
Higher Education Academy literature survey:
Oxford Brookes (2010) ‘Assessment Enhanced through the use of Technology’, Higher Education Academy. Available at:
http://www.heacademy.ac.uk/resources/detail/ourwork/evidencenet/oxford_brookeS_synthesis
[20 Jan 2010]
e-Feedback@CCCU
Turnitin Pilot 2009/10
e-Feedback@CCCU: Turnitin Pilot 2010
Turnitin GradeMark piloted Trinity 2009/10
• 6 pilots
• 4 Faculties
• 500 L5 & L6 students
Tutors informally interviewed or provided a short
narrative.
Student survey comparing e-Feedback with previous
experiences of feedback
e-Feedback@CCCU: Turnitin Pilot 2010
Students’ submit to Blackboard
Tutors add• grade• summary feedback• on-script comments
e-Feedback@CCCU: Turnitin Pilot 2010
Students’ submit to Blackboard
Tutors add• grade• summary feedback• on-script comments
• marking grid
e-Feedback@CCCU: Turnitin Pilot 2010
Students
Flexibility
Clarity
Amount
Understand criteria
Explain feedback more
e-Feedback@CCCU: Turnitin Pilot 2010
Tutors
Reduce turnaround
Reduce admin
Have to be online
Not integrated with QL
Quality of feedback
Marking effort
Where now? Developing University strategy …
Institutional training & support
Growing use … strategic?
Where now? Developing University strategy …
student record system
QL
INTEGRATION
file types
second marking
printing
Institutional training & support
Growing use … strategic?
Summary
Summary
1. What is e-Feedback?
2. Who cares?
3. Some research
4. Trialling e-Feedback at CCCU
• Turnitin GradeMark …
5. Future directions
GradeSummary
On-script Comments Marking
Grid
Students!
Students! Tutors!
INTEGRATION
Students!
Thank you for your time
Simon Starrsimon.starr@canterbury.ac.uk
http://www.canterbury.ac.uk/LTEU
Questions & Discussion
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