Feedback by design
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This document discusses principles of dialogic feedback to promote effective feedback practices. It outlines that feedback should be a dialogic process that prompts learner action and involves peers. Key principles include making feedback a process rather than just a product, engaging students in understanding quality work, and developing student self-monitoring. The document also explores online feedback strategies like using learning management systems, social media, blogs, and audio/video feedback. It addresses challenges like student and staff confusion over feedback purposes and increasing student roles in generating and using feedback. Overall, the document advocates for developing student feedback literacy and integrating feedback into task design through ongoing dialogue.
Feedback by design
- 1. Feedback designs to promote dialogue David Carless University of Hong Kong December 14, 2015 Open University of Catalonia The University of Hong Kong
- 2. Overview 1. The wider feedback picture 2. Principles of dialogic feedback 3. Online dialogic feedback 4. Issues & Implications The University of Hong Kong
- 3. SITUATING FEEDBACK The University of Hong Kong
- 4. Bigger picture Feedback as assessment design issue Feedback as a pedagogical issue Feedback as a relational issue The University of Hong Kong
- 5. The University of Hong Kong Productive assessment task design Understanding quality in the discipline Student engagement with feedback Learning-oriented assessment framework
- 6. Research process The University of Hong Kong
- 8. Merry, Price, Carless, & Taras (2013)
- 9. What does ‘feedback’ mean? As dialogues around student work The University of Hong Kong As comments … Providing information about performance AND/ OR
- 10. Defining feedback “A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies”. Carless (2015, p.192) building on Boud & Molloy (2013) The University of Hong Kong
- 11. Closing feedback loops It’s only feedback if students take some action The University of Hong Kong
- 12. FEEDBACK AS DIALOGUE The University of Hong Kong
- 13. Dialogic feedback principles • Process rather than product • Prompting learner action • Peers as active source of feedback • Inner dialogue, internal feedback The University of Hong Kong
- 14. Key aim of feedback To enhance student ability to self-monitor their work in progress The University of Hong Kong
- 15. Dialogic feedback in practice 1. Teacher-facilitated dialogic feedback 2. Online dialogic feedback 3. Peer feedback and internal feedback (Nicol, 2010) The University of Hong Kong
- 16. Assessment dialogues Discussing assessment processes to help students understand rules of the game (Carless, 2006) The University of Hong Kong
- 17. Feedback designs Activities in which students make judgments The University of Hong Kong
- 18. Exemplars & feedback Analysis of exemplars can support students in decoding teacher feedback (Handley & Williams 2011; To & Carless, 2015) The University of Hong Kong
- 19. Guidance & feedback Integrated cycles of guidance & feedback within learning processes (Hounsell, 2007; Hounsell et al. 2008) The University of Hong Kong
- 20. Model of guidance & feedback Preparatory Guidance -Clarifying task -Engaging with criteria -Analyzing exemplars Student self-monitoring -Seeking & using feedback -Peer review -Self-evaluation Ongoing clarification -Opportunities for practice -Apply criteria -Review work in progress
- 21. Cumulative task designs • Task 1 feedback interlinked task 2 • Position students as active feedback seekers & users The University of Hong Kong
- 22. ONLINE FEEDBACK STRATEGIES The University of Hong Kong
- 23. Learning Management Systems Storing and accessing feedback comments Prompting students to act on prior feedback (before receiving more feedback) The University of Hong Kong
- 24. Use of Facebook More attractive to students than Moodle (Deng & Tavares, 2013) History students uploaded drafts & received peer feedback (Carless, 2015) The University of Hong Kong
- 25. Assessed blog Business case: participation grade included blog contribution “Having a grading allocation … gives some life to the blog” (Carless, 2015, p. 124) Sense of cumulativeness vs stating own opinion The University of Hong Kong
- 26. Non-assessed blog Involved current students, past students and practitioners in industry “Students will treasure feedback if it addresses their needs and interests” The University of Hong Kong
- 27. Audio (& video) feedback Providing recorded verbal commentary (instead of written feedback?) The University of Hong Kong
- 28. Audio feedback: pros • Viewed positively by students (Lunt & Curran, 2010) • Shows concern; permits nuanced feedback or detail (Savin-Baden, 2010) • May resemble a dialogue (Nicol, 2010) The University of Hong Kong
- 29. Audio feedback: cons • ‘Moderate’ impact on student learning (Gould & Day, 2013) • Difficult in failure cases • Workload? (Hennessy & Forester, 2014) The University of Hong Kong
- 30. STUDENT ROLE IN SEEKING, GENERATING & USING FEEDBACK The University of Hong Kong
- 31. Peer feedback Potentially more plentiful … But peers often viewed as lacking expertise The University of Hong Kong
- 32. Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014) The University of Hong Kong
- 33. Sustainable feedback Enhancing student role to generate & use feedback (Carless et al., 2011; Hounsell, 2007) The University of Hong Kong
- 34. SELECTED FEEDBACK CHALLENGES The University of Hong Kong
- 35. Confusion over purposes Student & staff confusions over purposes of feedback and what it can achieve (Price et al., 2010) The University of Hong Kong
- 36. Workload Students (not staff) should work harder to generate and use feedback The University of Hong Kong
- 37. Shifts in priorities The University of Hong Kong Increase Decrease In-class dialogic feedback within course time Unidirectional comments after course completion Written feedback comments on first assessment task of module Written feedback comments on final task of module Feedback for first year students Feedback for final year students
- 38. Failing to connect Difficulties for lower achievers to make sense of feedback (Orsmond & Merry, 2013) The University of Hong Kong
- 39. Implications The University of Hong Kong
- 40. Feedback literacy Teachers need to help students understand purposes of feedback & how they can use it The University of Hong Kong
- 41. Good feedback practice Integration of feedback & task design; Timely dialogues: online & peer feedback; Development of student self-regulation for sustainable feedback The University of Hong Kong
- 42. THANK YOU The University of Hong Kong