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A Longitudinal Inquiry into Students’ Experiences of
Feedback
ECER 2017
Professor David Carless
University of Hong Kong
The University of Hong Kong
Overview
1. Lack of engagement with feedback
2. Research method
3. Findings: processing & using feedback
4. Implications
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The University of Hong Kong
Defining Feedback
A process in which learners try to make sense of information from varied sources and use it to enhance performance or learning strategies.
After Boud & Molloy (2013), Carless (2015)
SELECTED FEEDBACK CHALLENGES
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Feedback challenges
Too much feedback as telling
Difficulties in decoding feedback
Lack of engagement with feedback
Lack of strategies for using feedback
The way feedback is organised
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Feedback often seems like …
… a perversely belated revelation of things that should have been made clear earlier (Crook, Gross & Dymott, 2006)
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Closing feedback loops
It’s only feedback if students take some action
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The University of Hong Kong
RESEARCH METHODOLOGY
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Research Questions
RQ1: How do student participants perceive, process and use feedback?
RQ2: What changes, if any, seem to occur in the student response to feedback?
Year 1 2 3 4 5
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Method
Participants: four undergraduate students majoring in Education
Data collection: semi-structured interviews (2 times x 5 years, 10 per person);
+ marked assignments with comments
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Data analysis
Codes e.g. defining feedback; effective feedback; acting on feedback; emotional response; praise versus criticism; etc.
Findings (Categories) organized as per RQs
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FINDINGS
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Perceptions
• Perceptions of feedback:– Revealing one’s strengths
and weaknesses
– Suggesting how work could be improved
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Engaging with feedback
Using feedback – Only Petula (high-achiever) actively seeks
feedback
– The 3 others have limited motivation & strategies for using feedback
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Acting on feedback
Potential action on feedback influenced by:
– How assessment is designed
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Assessment design
“When there are two related assignments, I can read the comments on the first one, understand what areas to improve and then use them on the second assignment. If there is no second assignment, I read the comments, put them in a drawer and that’s finished”. (Eva)
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Affective factors
Balance of praise/critique
Trust e.g. credibility and sincerity of teachers
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Praise or critique?
“I tend to like comments which make me feel good” (Eva)
“If feedback is positive I am more motivated to work harder” (Candice)
“Sometimes praise is not sincere, I would rather they hit me harder with more critical feedback”. (Petula)
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‘Less is more’
“Teachers want more in-depth discussion of a topic rather than touching on the surface.” (Eva)
“Try not to cover too many points,
rather discuss two in detail”.
(Candice)
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Peer learning
• Alicia attributed improvement to peer learning in group assessment
• Petula valued peer feedback processes
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Gradual apathy
“From year 3 onwards, I realized that I am not too good or too bad. So I have lost the drive to try to improve significantly. I still care about the grades but not that much about the feedback”. (Candice)
Cf Price et al., (2011)
Implications
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Dialogic feedback
Encourage dialogue of various forms, especially peer feedback
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Interactive cover sheet
Invite students to state what feedback they want (Bloxham & Campbell, 2010)
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Teacher guidance
Teachers need to train, model & guide students in feedback processes & behaviors
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Student feedback literacy
• Understanding feedback processes
• Practicing making judgments
• Managing emotions
References
Bloxham, S. & Campbell. L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment and Evaluation in Higher Education, 35(3), 291-300.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Boud & L. Molloy (Eds.), Feedback in Higher and Professional Education (p.90-103). London: Routledge.
Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge.
Crook, C., Gross, H. & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95-114.
Price, M., Handley, K. & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.
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THANK YOU
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The University of Hong Kong
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