Openly shared feedback. A crazy idea. eAssessment presentation 2013 (online contribution)

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<ul><li>1.Sharing formative feedback openly A crazy idea? An example from Academic Development Chrissi Nerantzi Juliette Wilson </li></ul> <p>2. Postgraduate Certificate in Academic Practice (PGCAP) the programme social media portfolios assessment as learning (Earl, 2003), also authentic openly shared formative feedback among tutors and peers via a social media portfolio Chrissi 3. personalisation Juliette 4. Learning in and outside the classroom: conversation, collaboration and making Juliette 5. Juliette 6. Principles of good feedback 1. Facilitates the development of self-assessment (reflection) in learning. 2. Encourages teacher and peer dialogue around learning. 3. Helps clarify what good performance is (goals, criteria, expected standards). 4. Provides opportunities to close the gap between current and desired performance. 5. Delivers high quality information to students about their learning. 6. Encourages positive motivational beliefs and self-esteem. 7. Provides information to teachers that can be used to help shape the teaching. (Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. 2004, p. 6.) Chrissi 7. current LTHE openly shared formative feedback approach By tutor Initially: student asks for feedback (Mark 1: Boud) to encourage dialogue From week 5: student asks for specific feedback Mark 2 (Boud) Commenting: regularly, encouraging reflection By peers ongoing (feedback buddies, action learning sets) self-assessment: about week 5 where: in portfolio as a comment nature: recognising strengths, also challenging and stretching to develop critical thinking Chrissi 8. source: http://www.mentoringminds.com/developing-21st-century-critical-thinkers-infographic 9. Why openly shared? Tutors perspective Formative feedback for learning! Learning for the individual Learning for the group/cohort Wider stimulation Transparency, openness, fairness More opportunities for wider feedback dialogues Ongoing peer feedback to increase engagement with feedback and learning Wider use of formative feedback&gt; helping others to reflect and self- assess Reduce amount of formative feedback by tutor. A more sustainable solution? Model openly shared formative feedback practice Chrissi 10. numbers Chrissi students status total com tutor peers self externals Alice cc 47 16 20 8 3 5 Arthur public 8 4 4 Bob public 27 11 7 9 1 1 Colin cc 12 7 3 2 1 Darren public 11 9 2 1 Edwin public/pw 16 9 5 2 4 George public 12 10 1 1 Ian public 18 6 9 3 1 2 Jackie cc 43 15 22 5 1 2 3 Jane private 6 6 Joanna public 9 6 3 1 Kathrine public 37 10 20 7 3 4 Neil cc/pw 74 24 21 29 8 2 Philip public 14 7 4 3 2 Robert public 18 7 4 5 2 Sarah private 15 10 3 2 1 Simon public 12 7 3 2 1 totals 379 164 127 82 12 17 20 11. 43% 34% 21% 3% feedback pie LTHEJan13 tutor peers self externals 12. Openly shared feedback: Students perspective &gt; benefits It motivated me to keep going, and to consider work as ongoing rather than complete when I had finished doing it. Everyone could see it and therefore it was useful for anyonereading the post It meant you received a range of feedback from a variety of people It encouraged me to read the work that others were doing which must have enriched my own work. It contributed to a more inclusive and open community within the cohort. Juliette 13. Openly shared feedback: Students perspective &gt; benefits Trying to make it natural rather than forced. Because the feedback was open I felt under some pressure initially to write well thought out and structured comments and this then inhibited a more free flowing feedback conversation. Things could be read by anyone and some comments could be taken out of context. Feeling comfortable with sharing the work and asking others to provide the feedback. Juliette 14. effective assessment conversations Learning, goal-guided Dialogic and interactive Scaffolding tools Supportive tools of social participation Enculturation tools Ruiz-Primo, M. A. (2011, 17-18) The main purpose of assessment conversations is to make students thinking evident, or to voice their understanding so that teacher can recognise and act on it to promote learning Chrissi 15. Chrissi challenges possible solutions providing formative feedback on a regular basis to all by the tutor is time consuming strengthen peer-to-peer feedback introduce a buddy system from the very beginning communicate regularity of tutor feedback from the start: up to 5 times? sample feedback introduce self-feedback use cohort feedback sharing openly feedback: students feel uncomfortable that this is shared create safe environment, community clarify the purpose of this openly-shared feedback for development and learning agree characteristics of shared feedback practice priority to be shared with peers and not with the whole world consider making portfolios private and share only with group Students might feel judged and embarrassed Careful formulation of feedback, use Socratic questioning to provide further opportunities to think and consider different perspectives, identify opportunities for further discussion, emphasise on the developmental character of feedback 16. Does the openly shared feedback work? Juliette and Chrissi ? ? 17. Chrissi and Juliette Any questions? 18. Locked? Why? 19. open-up! 20. References Barrett, H. &amp; Carney, J. (2004) Conflicting paradigms and competing purposes in electronic portfolio development. Available at: http://electronicportfolios.org/ portfolios/LEAJournal-BarrettCarney.pdf [accessed 23/02/12]. Earl, L. M. (2003) Assessment as learning. Thousand Oaks: Corwin Press. Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. (2004). Enhancing student learning through effective formative feedback, Higher Education Academy in partnership with the University of Central England: Birmingham. Ruiz-Primo, M. A. (2011) Informal formative assessment; The role of instructional dialogues in assessing students learning, in Studies in Educational Evaluation, 37, pp. 15-24. Smith, C. and Nerantzi, C. (2013) ePortfolios: Assessment as learning using social media, in: Miller, D. &amp; Volk, B., E-Portfolio an der Schnittstelle von Studium und Beruf, Mnster: Waxmann, pp. 147-166, 21. contact us! Chrissi Nerantzi: c.nerantzi@salford.ac.uk / @chrissinerantzi Juliette Wilson: j.v.wilson@edu.salford.ac.uk / @juliettephd </p>