ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
How feedback is being reshaped and rethought DAI HOUNSELL UNIVERSITY OF EDINBURGH
University of Stirling, 17 May 2011
www.tla.ed.ac.uk/feedback.htm
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
OVERVIEW
The Trouble
with Feedback
Enhancing Feedback: A Strategic Approach
Feedback Fundamentals
Feedback That Makes More of
a Difference
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
The Trouble
with Feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
THE TROUBLE WITH FEEDBACK��� Reviewing the evidence on students' concerns
1. Pervasive evidence of wide-ranging student concerns about feedback
• quantity • frequency • consistency
• quality • helpfulness • distance/interaction
• promptness transparency/accessibility
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
THE TROUBLE WITH FEEDBACK��� Reviewing the evidence on students' concerns
2. The evidence spans subjects, institutions, national systems of higher education
evidence from the UK
e.g. National Student Survey (2005-); QAA Learning from Subject Review (2006); Crook et al. (2006); Maclellan, (2001); Hounsell (2003); Hounsell et al. (2005); Beaumont et al. (2008)
evidence from Australia and Hong Kong
e.g. Krause et al. (2005); Carless (2006, 2010))
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
THE TROUBLE WITH FEEDBACK���Feedback Quartiles By Subject Area – NSS, 2009/10
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
THE TROUBLE WITH FEEDBACK��� Why does feedback fall short ?
The mass H.E. system
Management of feedback
Organisational culture
Student survey methodologies
Currency of feedback methods
Definitions
Beliefs about students and learning
a
Unrealistic student expectations
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
THE TROUBLE WITH FEEDBACK��� THE CONSEQUENCES OF MASS HIGHER EDUCATION
more (and more diverse) students, leaner unit funding
fewer tutorials/practicals, in larger groups
switch from state ‘sponsorship’ of students to self-financing
reduced opportunities for interaction — both informal & formal, student-staff & student-student e.g.
students in part-time work/long commutes/with dependents
heightened pressures on staff/’institutionalised distraction’ (Trow)
declining role of the departmental ‘home’
fewer coursework & low-stakes assignments
semesterised, ‘end-loaded’ assessment
casualisation of teaching, patchily supported & overseen
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK'S MANY PURPOSES���FEEDBACK AND DIALOGUE
"The many diverse expressions of dissatisfaction with written feedback can be interpreted as symptoms of impoverished and fractured dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a monologue, is now having to carry much of the burden of teacher-student interaction."
(Nicol, 2010)
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
Feedback Fundamentals
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK ���What forms does feedback take?
pro forma written comments exemplars exams guidance feedforward traditional collaboration on-display learning peer audio past questions screencast whole-class clickers in-class assignments cumulative editing anticipatory feedback elective self co-revision e-feedback redrafting reviewing progress criteria dialogue supervision interaction
briefing student involvement faster feedback model answers training video online
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK ���
What is 'feedback' and why does it matter?
• Feedback comprises information, processes, activities or experiences which aim to encapsulate, enable or boost students' learning
• Feedback can focus on:
attainment what a student knows, understands or can do at a given point in time
progress where a student currently stands in relation to a specified goal, target or level
achievement what a student has achieved as demonstrated in a completed assignment or task
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK���
What is 'feedback' and why does it matter?
• Why feedback matters
– learning without feedback is 'blind archery'
– feedback is indispensable to effective teaching and assessment, optimising the conditions under which each student can achieve their best
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK ���
Who gives feedback, where and when ?
• Sources of feedback – Lecturers, tutors, demonstrators, supervisors, mentors
– Fellow-students / peers, a student’s own reflections
– The audience for a seminar or poster presentation, professional practitioners
• Feedback where and when?
formally informally
in timetabled classes / online outwith timetabled classes / offline
intrinsic extrinsic
prior to a task or activity during a task or activity after a task or activity
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK ���
FEEDBACK'S MANY PURPOSES
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK'S MANY PURPOSES���FEEDBACK AND CONNOISSEURSHIP
"[Students] need to learn to discover what quality looks and feels like, and the aspects – whether large or small – that
detract from it. They need to develop a vocabulary for expressing and communicating what they find. Furthermore,
they should gradually attune their growing realisations and
discourse to the norms of the discipline, field or profession"
(Sadler, 2010)
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK'S MANY PURPOSES���FEEDBACK, DIALOGUE & ENGAGEMENT
"Enabling students must involve dialogue to help them to understand and use feedback, with the wider aim of developing students' self-evaluative[and self-regulating skills ...including an ability to seek advice and ask questions where appropriate.
The process of engagement needs staff and students to share and develop a greater understanding of the complexity of feedback processes, and of what can be expected from all parties in this process."
SHORTENED & EDITED QUOTE Price, Handley & Millar (2011)
[in press, Studies in Higher Education]
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
Enhancing Feedback:
A Strategic Approach
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
Strategic approach to enhancing feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
1. Feedback is integral to course design. Every course and programme will provide opportunities for students to get feedback on their performance and achievements.
2. Feedback will be prompt, informative and helpful. 3. Course and programme documentation must inform students when, where
and how feedback is offered in the course concerned. 4. Assessment expectations, standards and marking criteria will be clearly
communicated to students, with opportunities for discussion, to enable them to understand and interpret feedback
5. All students are expected to take careful note of feedback and to make good use of it in their learning
6. All teachers and assessors are expected to give feedback effectively, and to reflect on, review and update their expertise
7. The provision of feedback must be regularly monitored in quality assurance procedures and appropriate action taken to address concerns raised.
University of Edinburgh
FEEDBACK STANDARDS
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
Feedback That Makes More of a Difference
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE���
Enhancing students' grasp of feedback & standards ���
• Elective feedback
• Exemplars
• Peer and self-generated feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE���
Enhancing students' grasp of feedback & standards ���
• Elective feedback
• Exemplars
• Peer and self-generated feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE ���
Greater opportunities to put feedback to good use ���
From feedback to feedforward
– 'feedback-first' and draft/revise/resubmit assignments
– cumulative assignments
(Beaumont et al 2008)
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE���
Boosting the availability & richness of feedback���
• Generic and whole-class feedback
• On-display learning
• Collaborative tasks & activities
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
OBSERVATION AS A PROXY FOR FEEDBACK
c. Giving the Talk
d. Questions and Discussion
a. Prior Experiences of
Presenting
b. Tutors' Guidance on Presenting
f. Learning from Others'
Presentations
g. Developing a Personal Style
e. Feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE���
Recycling and refocusing guidance & feedback ���
• Screencasts and off-the-shelf guidance
• Recycled online feedback comments
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES Dai Hounsell, University of Edinburgh, May 2011
What feedback approach could you/your colleagues ���make more use of in your teaching ?
• Elective feedback
• Exemplars
• Peer and self-generated feedback
• Feedforward
– 'feedback-first' and draft/revise/ resubmit assignments
– cumulative assignments
• Generic and whole-class feedback
• On-display learning
• Collaborative tasks & activities
• Screencasts and off-the-shelf guidance
• Recycled online feedback comments