Supporting Students in Generating and Using Feedback
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The document discusses challenges with feedback in higher education and strategies to improve feedback practices. It notes that feedback is often ineffective because it is delivered too late, focuses too much on grades, and students do not engage with or act upon the feedback. The document proposes developing feedback literacy in students and using interactive tools like feedback coversheets to facilitate a dialogue around feedback and ensure students understand expectations and can apply feedback. It emphasizes designing curriculum and assessment to integrate feedback and promote students generating and using feedback for themselves.
Supporting Students in Generating and Using Feedback
- 1. Supporting students in generating and using feedback Professor David Carless, University of Hong Kong, Shue Yan University, November 19, 2018 The University of Hong Kong
- 2. Overview 1. Feedback frustrations 2. From telling to interaction 3. Interactive coversheets 4. Challenges & implications The University of Hong Kong
- 3. Intended outcomes 1. Appreciating limits of written feedback 2. Understanding that feedback is for students & requires uptake 3. Developing user-friendly ways for feedback interaction with students The University of Hong Kong
- 4. Frustrations The University of Hong Kong
- 5. Staff frustrations • Heavy marking load • Students don’t attend to feedback • Students mainly interested in the grade • Students lack motivation to act ….. Others? The University of Hong Kong
- 6. Student frustrations Feedback often comes at the end of teaching sequences and it is too late for students to act The University of Hong Kong
- 7. DEFINING FEEDBACK The University of Hong Kong
- 8. Feedback as information Information provided by an agent regarding aspects of one’s performance or understanding (Hattie & Timperley, 2007, p. 81) The University of Hong Kong
- 9. Feedback involving action A process in which learners make sense of comments & use them for enhancement purposes Carless & Boud (2018) The University of Hong Kong
- 10. Closing feedback loops It’s only feedback if students take some action The University of Hong Kong
- 11. Feedback is for students Students’ needs and preferences should be prioritized The University of Hong Kong
- 12. The University of Hong Kong
- 13. Discussion What are the main challenges for student uptake of feedback and how might they be tackled? The University of Hong Kong
- 14. Feedback challenges Too much feedback as telling Lack of engagement with feedback Lack of strategies for using feedback The way modules/feedback is organized Social-affective dimensions The University of Hong Kong
- 15. Limits of Feedback as telling “Learners do not always learn much purely from being told, even when they are told repeatedly in the kindest possible way” (Sadler, 2015, p. 16) The University of Hong Kong
- 16. FEEDBACK LITERACY The University of Hong Kong
- 17. Defining student feedback literacy Understandings, capacities and dispositions needed to make sense of comments and use them for enhancement purposes (Carless & Boud, 2018). The University of Hong Kong
- 18. Sustainable feedback Dialogic activities in which students generate and use feedback from peers, self or others as part of self-regulation (Carless et al. 2011, Carless, 2013) The University of Hong Kong
- 19. Shared feedback literacy A need for co-ordinated staff and student feedback literacy The University of Hong Kong
- 20. Teacher role Curriculum & assessment design to promote generating and using feedback The University of Hong Kong
- 21. Student feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
- 22. The University of Hong Kong Acting on feedback Student action on feedback influenced by how assessment is designed
- 23. Feedback designs Feedback as integral part of curriculum & course design (Boud & Molloy, 2013) The University of Hong Kong
- 24. Example design Task 1 feedback interlinked task 2 Position students as active feedback seekers & users The University of Hong Kong
- 26. Information and/or sense-making DESIGN Old paradigm New paradigm Feedback as information Risks of ‘dangling data’ Students receive comments Cognitivist Feedback as sense-making Focus on uptake Generating & using comments Social constructivist
- 27. FEEDBACK AS PRACTICAL FORMS OF INTERACTION The University of Hong Kong
- 28. Student needs Find out what students want & prefer The University of Hong Kong
- 29. The University of Hong Kong Interactive coversheet Invite students to state what feedback they want (Bloxham & Campbell, 2010)
- 30. Variation 1 Students complete the following prompt: “I would most like feedback on ….” The University of Hong Kong
- 31. Variation 2 1. The strengths are … 2. The aspects for development are … 3. I would like feedback on … The University of Hong Kong
- 32. Variation 3 “The previous feedback that I have used to strengthen this assignment is ….” (Barton et al. 2016) The University of Hong Kong
- 33. Discussion Share with a partner, how you could use interactive coversheets. What would be facilitators or challenges? The University of Hong Kong
- 34. Challenge • Students found it hard to think of what feedback they need; • Expressed limited understanding of expected standards (Bloxham & Campbell, 2010) The University of Hong Kong
- 35. Possible solutions 1. Peer discussion of rubric and assignment requirements (Bloxham & Campbell, 2010). 2. Dialogue around exemplars to illustrate expectations (Carless & Chan, 2017) The University of Hong Kong
- 36. Preparation Coach students on how to solicit useful feedback Support them in self-evaluating work The University of Hong Kong
- 37. Scaling up Dialogue through coversheets could be a pilot project then a departmental policy The University of Hong Kong
- 38. TECHNOLOGY-ENABLED STRATEGIES The University of Hong Kong
- 39. Learning Management Systems Storing and accessing feedback comments Prompting students to act on prior feedback (before receiving more feedback) The University of Hong Kong
- 40. Audio & Video feedback Rapport Nuance Personalisation Monologue or Dialogue? Time saver? Uptake & impact? The University of Hong Kong
- 41. Screencast feedback Digital recording of users’ screen combined with voice narration The University of Hong Kong
- 42. Peer video feedback Peer-to-peer video feedback delivered via Facebook Hung (2016) The University of Hong Kong
- 43. PEER FEEDBACK The University of Hong Kong
- 44. Key Rationales Involve students in dialogue around the quality of work Inform student self-evaluation Potentially timely & sustainable The University of Hong Kong
- 45. Training Students need to be trained and coached in how to carry out peer feedback The University of Hong Kong
- 46. Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014) The University of Hong Kong
- 47. Main challenges • Students don’t take it seriously • Poor quality PF • Students prefer teacher feedback The University of Hong Kong
- 48. Communication with students Rationales The University of Hong Kong Potential benefits
- 49. Implications The University of Hong Kong
- 50. Key aim of feedback To enhance student ability to self-monitor their work in progress The University of Hong Kong
- 51. Feedback literacy Teachers need to help students understand feedback & how they can use it The University of Hong Kong
- 52. Shifts in priorities The University of Hong Kong Increase Decrease Feedback on students’ preferences Feedback on teachers’ priorities Within module guidance Terminal comments Comments on first task Comments on final task Feedback for first year students Feedback for final year students
- 53. Use resources wisely Reduce teacher commentary at times when it cannot reasonably be taken up (Boud & Molloy, 2013) The University of Hong Kong
- 54. (Wiliam, 2015) https://www.dylanwiliamcenter.com/feedback-for The University of Hong Kong “Feedback should be more work for the recipient than the donor”
- 55. Key recommendations Need for interaction of different forms Focus on learners’ needs Enhance student feedback literacy Design for uptake The University of Hong Kong
- 56. References Barton, K. L., Schofield, S. J., McAleer, S., & Ajjawi, R. (2016). Translating evidence-based guidelines to improve feedback practices: The interact case study. BMC Medical Education, 16(1). doi:10.1186/s12909-016-0562-z Bloxham, S. & Campbell. L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment and Evaluation in Higher Education, 35(3), 291-300. Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In S. Merry, M. Price, D. Carless & M.. Taras, (Eds.), Reconceptualising Feedback in Higher Education. London: Routledge. Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge. Carless, D. (2018). Feedback loops and the longer-term: Towards feedback spirals. Assessment and Evaluation in Higher Education, https://doi.org/10.1080/02602938.2018.1531108 Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education, https://doi.org/10.1080/02602938.2018.1463354. Carless, D. & K.K.H. Chan (2017). Managing dialogic use of exemplars. Assessment and Evaluation in Higher Education, 42(6), 930-941. The University of Hong Kong
- 57. References (continued) Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers & Education, 98, 90-101. Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517. Nicol, D., Thomson, A. & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102-122. Sadler, D.R. (2015). Backwards assessment explanations: Implications for teaching and assessment practice. In D. Lebler et al. (Eds.), Assessment in music education: From policy to practice (pp.9- 19). Cham: Springer. Winstone, N. & Carless, D. (2019, forthcoming). Designing for student uptake of feedback in higher education. London: Routledge. The University of Hong Kong
- 59. THANK YOU The University of Hong Kong
- 60. The University of Hong Kong
Editor's Notes
- #47: http://i811.photobucket.com/albums/zz31/angelsofhope_picture/Kinder/r8w2fc.jpg