Gauging Learner Voicee-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 and

statement 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@CCCUTurnitin 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 BlackboardTutors add

• grade• summary feedback• on-script comments

e-Feedback@CCCU: Turnitin Pilot 2010

Students’ submit to BlackboardTutors 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