SALT faculty consultation workshop

Flexible Formative Feedback

SALT Faculty Feedback Consultation

Workshop

Flexible Formative FeedbackFaculty Consultation Goals

• Map departmental/disciplinary practice

• Shape project outputs according to need

• Secure staff buy-in to project

• Provide evidence base for strategy

Flexible Formative FeedbackStaff perspective:

‘I just got a pile of 120 exam scripts to mark and I have to get it done in two weeks…’

Strategies:• Perseverance • Training and support• Proper clerical support• Access to correct tech – e.g. tablets• Openness – information• Alternative forms of feedback – audio?• Email feedback up front• Generic feedback used appropriately• Shared generic feedback as feedforward?

Issues:• Time pressure• Issues of fairness• Consistency• Corner-cutting/rushing• Generic comments• Learning new technology• Time in front of a screen

Flexible Formative FeedbackStaff perspective:

‘I always give lots of prompt, individualised feedback on assessed work, but I still get a poor feedback rating on the module review…’

Strategies:• Rating feedback after a module?• Feedback before grade• Addressing cultures of

expectations• Using personal tutor to make

connections

Issues:• Legibility of feedback • What do students actually want/need• Usefulness of module review forms?• Disengagement with generic feedback• Grade eclipsing feedback

Flexible Formative FeedbackStaff perspective

‘I give plenty of feedback on exam scripts but the students never bother to pick them up…’

Strategies:• Delivered via tutors?• Office hours designed for

specific purpose

Issues:• Summative use only?• Lazy students• Low perception of

usefulness

Flexible Formative FeedbackChallenges

Diverse forms ofFeedback delivery

Ambiguity of role ofpersonal tutor

Pressures to adoptE-feedback

Weak uptake of study skills training

Weak use of feedback across modules

Making space for contact time

Flexible Formative FeedbackMaking an impact

• Storing and managing feedback electronically

• Making use of feedback for action

• Monitoring use of feedback

• Embedding study skills into department culture

• Piggybacking on personal tutorials

• Securing student engagement with feedback

Flexible Formative FeedbackFeedback Framework

Feedback study skills

course

Feedback logbook/journal

Using… Personal tutorials

Monitored via…

• Designed for adaptability to discipline• Embedded into level 1

Modules• Delivered via 301 as a

study skills course

• Method for joining up feedback across modules• Compiling feedback• Reflecting on feedback• Identification of action

points

• Route in via existing practice• Joining up elements of

the student journey• Making a stronger case

for usefulness of personal tutorials

Flexible Formative FeedbackPoints for further consideration

• What would a feedback course/module look like? How would it be delivered? (similar model to Doctoral Training Centre?)

• What platform would be used for a feedback logbook/portfolio?

• How can this be used to encourage good feedback practice from teaching staff?

• How can this be integrated into employability (i.e. through HEAR/Sheffield Graduate)?

• Can the process be professionalised – recognised by potential employers?