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Using technology to enhancestudent engagement with feedback
Stuart Hepplestone and Helen ParkinQuality Enhancement & Student Success
Agenda
Time Agenda
13:15-13:20 Workshop opening and agenda: Welcome and introduction to the workshop
13:20-13:25 Activity 1: Reflecting on your practice
13:25-13:35 Presentation: Technology, Feedback, Action! research project
13:35-13:50 Activity 2: Technology, Feedback, Action! and the Seven Principles of Good Feedback Practice
13:50-14:00 Presentation and Activity 3: Challenging practice and action planning
14:00 Workshop closing: Participant questions and comments
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
About this workshop
Reflect on your current feedback practice Consider:
Technology, Feedback, Action! findings1
Seven Principles of Good Feedback Practice2
Develop an action plan for transforming feedback practice
1 http://tinyurl.com/tfaproject2 Nicol, D.J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: a model
and seven principles of good feedback practice’, Studies in Higher Education, 31: 2, 199-218
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Activity 1: Reflecting on your practice
5 minutes, in small groups: what feedback methods or techniques you currently use,
support or promote? thinking about your current feedback practice:
what works well? what doesn't work as well?
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Technology, Feedback, Action!
Potential of technology-enabled feedback to improve learning Evaluate logistical and learning benefits of:
online publication of feedback and grades via the Blackboard Grade Centre
adaptive release of marks through Assignment Handler linking feedback to assessment criteria using an
electronic Feedback Wizard Semi-structured interviews, 23 undergraduates:
Computer Networks Diagnostic Radiography Events Management Psychology
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Online publication of grades and feedback/ Blackboard Grade Centre
pushes feedback to students removing the burden to seek out feedback from tutors
allows control over how, when and where feedback is received students respond to feedback when emotionally ready and in privacy
thoughtfulness and legibility of typed feedback prompt return of feedback making it current and meaningful students are more likely to revisit feedback stored alongside their
learning when completing future assignments students monitor progression and performance
You don’t have to share it with everyone whereas if you are in a seminar and everyone’s talking
about what they got you kind of have to feel the pressure to join in whereas if you get it on
Blackboard you can see it at your own leisure
It obviously makes it a lot more beneficial to me as a student to receive [feedback] in a much more legible form…typed feedback is much better than
written feedback, because you can read it. Lecturers have a tendency to scrawl
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Adaptive release of grades/Assignment Handler
learning benefits acknowledged when purpose fully understood
students like to receive theirfeedback and grades in close proximity
students do produce action plans from their feedback but this is a subconscious approach; Assignment Handler provides a space to formalise this process
emphasises the importance of reflection enhances student engagement with their feedback
If I have to reflect on the feedback before receiving the grade then it sticks in my mind a bit
longer, the feedback I receive, the points that I am going to use and it’s a little bit easier to remember
when I’m working on my next assignment Yeah it’s just stored in my memory. I don’t tend to write action plans down. I tend to retain things in my memory and then if I need to look something up I can usually remember where it is that I found
it before
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Linking feedback to assessment criteria
feedback grids are most effective when supplementary to ‘in-context’ feedback
identify strengths and weaknesses in a cohesive and legible way use of assessment criteria to identify learning targets
offers a level of transparency of how overall grade is calculated
You could really clearly see what you had to do for the next one and where you could actually
improve
If you just get … a percentage for a mark out of 20 or whatever then it doesn’t really give you
anything. Whereas if you understand the process that the lecturer has gone through with regards to how he’s got to that figure … it gives you a bit more of a basis as to how or why they’ve got to
that point
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Seven principles of good feedback(Nicol and Macfarlane-Dick, 2006)
1. helps clarify what good performance is (goals, criteria, expected standards)
2. facilitates the development of self-assessment (reflection) in learning
3. delivers high quality information to students about their learning
4. encourages teacher and peer dialogue around learning5. encourages positive motivational benefits and self-esteem6. provides opportunities to close the gap between current
and desired performance7. provides information to teachers that can be used to help
shape the teachingNicol, D.J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: a model
and seven principles of good feedback practice’, Studies in Higher Education, 31: 2, 199-218
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Activity 2: seven principles of good feedback
15 minutes, in small groups: identify which feedback activities best match each of the
seven principles of good feedback practice
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Best practice guides and short report
Available for download from http://tinyurl.com/tfaprojector search http://www.heacademy.ac.uk/EvidenceNet/resources
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Putting into practice:Online publication of feedback and grades
Find out what tools/techniques are available for use at your institution
Who needs access: you, students, teaching team, admin staff Are you publishing provisional grades or waiting until after
assessment boards? Tell students the status of grades Ensure students can access feedback for duration of their
study, or … … tell students how long it will be available to them Provide information to students about when feedback will be
available, and the format it will be delivered in Promote effective techniques for storage and retrieval of
feedbackAston Business School Conference Centre
18 November 2011SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Putting into practice:Adaptive release of grades
Find out what tools/techniques are available for use at your institution
Promote educational benefits of feedback for learning, and … … provide clear guidance to students Define the boundaries of your assessments at the outset,
outlining student responsibilities Assessment strategies should provide opportunities for feed
forward to any future assessment
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Putting into practice:Linking feedback to assessment criteria
Find out what tools/techniques are available for use at your institution
Make assessment criteria available from the outset … … enables students to complete and self-assess their work Accompany generic statements with individual comments Standard comments should not just reaffirm the grade Write feedback in the context of the students' original work
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Activity 3: Your action plan
5 minutes, in small groups: how will you change your feedback practice to make it
more innovative? what support and resources will you need to make this
happen?
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Thank you – any questions?
Aston Business School Conference Centre18 November 2011
SEDA Annual Conference 2011: Using Technology to Enhance Learning Using technology to enhance student engagement with feedback
Adaptive release of grades
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Sample feedback sheet
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Assessment timeline
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