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Five things I have learned from students about feedback. Dr Georgina Fyfe School of Biomedical Sciences Curtin University Western Australia. Curtin University. Largest in Western Australia (of 5) Mostly vocational courses Large Faculty of Health Sciences Contains many Schools - PowerPoint PPT Presentation
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Five things I have learned Five things I have learned from students about from students about
feedbackfeedback
Dr Georgina FyfeSchool of Biomedical Sciences
Curtin UniversityWestern Australia
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
Opportunities to gain insight
• My classroom teaching
Opportunities to gain insight
• My classroom teaching• Interest in enhancing
learning/feedback on assessment/reflective practice for students
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
My classroom teaching• Mainly undergraduate students• Design curriculum incl assessment • Includes service teaching
– E.g. medical Imaging• 1st, 2nd and 3rd years
My classroom teaching• Mainly undergraduate students• Design curriculum incl assessment • Includes service teaching• 1st, 2nd and 3rd years
– 1st yrs “do I know enough?”
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?”
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?”
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
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
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
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
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
Human Biology 137 Practical test feedback and reflection
Sem 1, 2008
1. Name What was your prac test score? What was test score you got higher, lower or the same as you expected?
Higher the same lower 2. Did you think your test mark was an accurate reflection of how much you know? Yes/No comment? 2. Please think back to the three pracs which were tested in Test 1 and comment on how well you learned the material during the class. Prac # Learning achievement in the prac, and some reasons why 1
2
3
3. List the three main problem areas of the syllabus material tested which were highlighted by the prac test. (eg. Bony tissue/carpal bones/details of C1 & C2 etc) 1 2 3 4. What strategies will you employ to overcome these problem areas before the next test? (you might like to include things such as preparation for the lab, more focussed work in the lab, self-testing etc etc) 5. State one thing about exam technique issues which were highlighted for you by the prac test, and give some ideas for addressing this issue before the next prac test.
With your permission, this sheet will be collected for analysis and handed back to you for your records
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
2005 collaborative grant1. Wrote and implemented feedback
for on-line MCQ/TF assessment tasks• Based on focus gp & survey info
2. Incorporated optional reflective bit (following feedback) at end of test
2005 collaborative grant1. Wrote and implemented feedback for on-
line MCQ/TF assessment tasks• Based on focus gp & survey info
2. Incorporated optional reflective bit (following feedback) at end of test
Gained info from initial survey (n=1099) and collected test usage patterns & perceptions from post-test survey and matched to student perceptions/expectations/demogs
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)
Tests with Feedback• UWA & CURTIN
– 30 questions– Each chosen
randomly from topic sets of 5 -15 questions
– WebCT
• ECU 50 questions– No variation– Blackboard
Which of the following statements is CORRECT?
Designed to take about 1 minute per question
Tests with Feedback
Conditions Under Which AvailableSummatively 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
So what are my five things..?
So what are my five things..?
1. Variety of feedback
So what are my five things..?
1. 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)
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t 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
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions3. Students like feedback to be
personal
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions3. Students like feedback to be
personal• Acknowledge personal traits• Emails with attached model answers • In-class reviews of tests• Margin or summary comments
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions3. Feedback needs a personal touch4. Students want a dialogue about
their feedback
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
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions3. Feedback needs a personal touch4. Students want a dialogue about
their feedback5. Importance of feedback cannot
be underestimated
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
So what are my five things..?
1. Variety of feedback2. Student perceptions don’t always
match teacher perceptions3. Feedback needs a personal touch4. Students want a dialogue about
their feedback5. Provision of feedback our most
important role