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Flexible Formative Feedback
SALT Faculty Feedback Consultation
Workshop
Flexible Formative FeedbackFaculty Consultation Goals
• Map departmental/disciplinary practice
• Shape project outputs according to need
• Secure staff buy-in to project
• Provide evidence base for strategy
Flexible Formative FeedbackStaff perspective:
‘I just got a pile of 120 exam scripts to mark and I have to get it done in two weeks…’
Strategies:• Perseverance • Training and support• Proper clerical support• Access to correct tech – e.g. tablets• Openness – information• Alternative forms of feedback – audio?• Email feedback up front• Generic feedback used appropriately• Shared generic feedback as feedforward?
Issues:• Time pressure• Issues of fairness• Consistency• Corner-cutting/rushing• Generic comments• Learning new technology• Time in front of a screen
Flexible Formative FeedbackStaff perspective:
‘I always give lots of prompt, individualised feedback on assessed work, but I still get a poor feedback rating on the module review…’
Strategies:• Rating feedback after a module?• Feedback before grade• Addressing cultures of
expectations• Using personal tutor to make
connections
Issues:• Legibility of feedback • What do students actually want/need• Usefulness of module review forms?• Disengagement with generic feedback• Grade eclipsing feedback
Flexible Formative FeedbackStaff perspective
‘I give plenty of feedback on exam scripts but the students never bother to pick them up…’
Strategies:• Delivered via tutors?• Office hours designed for
specific purpose
Issues:• Summative use only?• Lazy students• Low perception of
usefulness
Flexible Formative FeedbackChallenges
Diverse forms ofFeedback delivery
Ambiguity of role ofpersonal tutor
Pressures to adoptE-feedback
Weak uptake of study skills training
Weak use of feedback across modules
Making space for contact time
Flexible Formative FeedbackMaking an impact
• Storing and managing feedback electronically
• Making use of feedback for action
• Monitoring use of feedback
• Embedding study skills into department culture
• Piggybacking on personal tutorials
• Securing student engagement with feedback
Flexible Formative FeedbackFeedback Framework
Feedback study skills
course
Feedback logbook/journal
Using… Personal tutorials
Monitored via…
• Designed for adaptability to discipline• Embedded into level 1
Modules• Delivered via 301 as a
study skills course
• Method for joining up feedback across modules• Compiling feedback• Reflecting on feedback• Identification of action
points
• Route in via existing practice• Joining up elements of
the student journey• Making a stronger case
for usefulness of personal tutorials
Flexible Formative FeedbackPoints for further consideration
• What would a feedback course/module look like? How would it be delivered? (similar model to Doctoral Training Centre?)
• What platform would be used for a feedback logbook/portfolio?
• How can this be used to encourage good feedback practice from teaching staff?
• How can this be integrated into employability (i.e. through HEAR/Sheffield Graduate)?
• Can the process be professionalised – recognised by potential employers?