Designing satisfying feedback experiences
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The document discusses designing satisfying feedback experiences for students and teachers. It outlines some key challenges with feedback such as it often coming too late for students to act on. It proposes shifting priorities to provide more guidance within the curriculum rather than just end-of-course feedback. Some suggestions include designing learning environments for students to generate feedback, adopting a role as orchestrator rather than just provider of comments, and implementing means to inject more dialogue into feedback interactions. The goal is to design feedback that is useful for student learning and also workload-friendly for teachers.
Designing satisfying feedback experiences
- 1. Designing satisfying feedback experiences @CarlessDavid HKU, Faculty of Education workshop February 25, 2022 The University of Hong Kong
- 2. Overview 1. A modified teacher role in feedback 2. Designing satisfying feedback 3. Workload-friendly practices 4. Implications via six propositions The University of Hong Kong
- 3. Key feedback challenges End-loaded assessment Too much unidirectional teacher feedback Human nature: Emotions & affect The University of Hong Kong
- 4. Student frustrations Feedback often comes at the end, too late for students to act … … a perversely belated revelation of things that should have been clear earlier (Crook et al. 2006) The University of Hong Kong I want guidance
- 5. Differentiating feedback from grading/marking End of module – mainly summative grading VS During module – potential for students to act on guidance (see also Winstone & Boud, 2020) The University of Hong Kong
- 6. Deploy teacher workload wisely Reduce teacher commentary at times when it cannot be taken up (Boud & Molloy, 2013) The University of Hong Kong
- 7. Feedback graveyards The University of Hong Kong
- 8. Proposition 1 Reflect on the value of detailed end-of- semester commentary & consider more productive alternatives The University of Hong Kong
- 9. RESEARCH EVIDENCE FROM HONG KONG The University of Hong Kong
- 10. Mismatched views Teachers think their feedback is more useful than their students do (Carless, 2006) The University of Hong Kong
- 11. Feedback & teacher education Talk more with students about feedback & its role in learning Model & share your own feedback experiences & emotions The University of Hong Kong
- 12. Proposition 2 Dedicate curriculum time to communicate about feedback as a concept; & discuss students’ expectations of feedback The University of Hong Kong
- 13. Timing of critique For students the Grade is the Feedback! “I welcome critical feedback when I can use it to improve my grade but critical feedback at the end is no use” (student, Carless 2020) The University of Hong Kong
- 14. Assessment & feedback sequences Task 1 feedback interlinked task 2 Position students as feedback users The University of Hong Kong
- 15. DESIGNING SATISFYING FEEDBACK EXPERIENCES The University of Hong Kong
- 16. Satisfying feedback experiences Making feedback satisfying for teachers is just as important as making it worthwhile for students (Boud & Molloy, 2013) The University of Hong Kong
- 17. What students might want For students, what would represent positive outcomes of feedback processes? The University of Hong Kong
- 18. Student desired outcomes Support to achieve high grades Feedback they can use Perceptions of care, respect Perceptions of fairness The University of Hong Kong
- 19. Key challenges for change Regulations & procedures inhibit agency in feedback processes (Gravett 2020) AND How feedback is framed in QA encourages delivery models (Winstone et al. 2021) The University of Hong Kong
- 20. Multiple functions of ‘feedback’ Competing audiences & functions of teacher comments: - Justifying grade - Offering advice - Specific vs generic comments - Quality assurance dimensions (Winstone & Carless, 2021) The University of Hong Kong
- 21. POTENTIAL WAYS FORWARD The University of Hong Kong
- 22. Modified teacher role Design learning environments for students to generate feedback inputs The University of Hong Kong
- 23. Proposition 3 Adopt a role as an orchestrator of feedback opportunities, more than as a provider of comments The University of Hong Kong
- 24. Peer feedback key rationale Comparing own work in progress with that of several others (Nicol, 2021) The University of Hong Kong
- 25. PRACTICAL IMPLICATIONS The University of Hong Kong
- 26. Shifts in priorities Carless (2015) p. 240 The University of Hong Kong Increase Decrease Guidance within the taught curriculum Unidirectional comments at end Feedback comments on first assessment task of module Feedback comments on final task of module Feedback for first year students Feedback for final year students
- 27. Proposition 4 Design guidance & clarification of expectations during the module The University of Hong Kong
- 28. Within module guidance • Students co-creating or engaging with criteria • Strategic use of exemplars • Building capacities for self-assessment • Oral feedback exchanges • Effective digital communication The University of Hong Kong
- 29. Begin a written dialogue On their assignment (or draft), students complete the following prompt: “I would most like feedback on ….” The University of Hong Kong
- 30. Proposition 5 Implement practical means of injecting more dialogue into feedback interactions The University of Hong Kong
- 31. Drawing on previous feedback “The previous feedback that I have used to strengthen this assignment is ….” The University of Hong Kong
- 32. Proposition 6 Design for student uptake of feedback The University of Hong Kong
- 33. References Boud, D., & Molloy, E. (2013). Decision-making for feedback. In D. Boud & E. Molloy (Eds.), Feedback in Higher and Professional Education. London: Routledge. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge. Carless, D. (2020). A Longitudinal Inquiry into Students’ Experiences of Feedback: A Need for Teacher- Student Partnerships. Higher Education Research and Development 39(3): 425-438. Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy, Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1782372 Crook, C., Gross, H., & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95-114. Nicol, D. (2021) The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756-778. https://doi.org/10.1080/02602938.2020.1823314 Winstone, N., Ajjawi, R., Dirkx, K., & Boud, D. (2021). Measuring what matters: The positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. doi:10.1080/03075079.2021.1916909 Winstone, N., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in Higher Education. doi:10.1080/03075079.2020.1779687 Winstone, N., & Carless, D. (2021). Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education, 28(3), 261- 278. doi:10.1080/0969594X.2021.1926221 The University of Hong Kong
- 34. THANK YOU The University of Hong Kong
- 35. What staff might want For staff, what would represent positive outcomes of feedback processes? The University of Hong Kong
- 36. Staff desired outcomes Students engaging Students taking responsibility Students taking action Workload friendly The University of Hong Kong
- 37. https://www.dylanwiliamcenter.com/feedbac k-for-learning-make-time-to-save-time/ The University of Hong Kong “Feedback should be more work for the recipient than the donor”
- 38. Towards virtuous cycles Teachers designing potentially positive feedback experiences for students Students engaging and acting The University of Hong Kong
- 39. Digital interaction Prioritizing learner generation of insights Designing for dialogue & uptake The University of Hong Kong
- 40. Peer feedback key steps 1. Students draft attempt at divergent task; 2. Students review other attempts; 3. Peer feedback composed & received; 4. Opportunities to revise work. The University of Hong Kong
- 41. Implementing peer feedback • Scaffolding & coaching • Selling benefits • Modelling • Multiple reviews e.g. trios • Leveraging comparisons • Opportunities for dialogue then revision The University of Hong Kong
- 42. The University of Hong Kong DISCOUNT CODE: FLR40
- 43. The University of Hong Kong