1. Supporting the Learning Journey Helping students get more out of tutor feedback. Dr Deirdre Burke 1

2. Support and additional materials available in  Linked webfolio: http://eportfolio.wlv.ac.uk/viewasset.aspx?oid =2211482&type=webfolio http://eportfolio.wlv.ac.uk/viewasset.aspx?oid =2211482&type=webfolio  HumBox: http://humbox.ac.uk/2333http://humbox.ac.uk/2333  Deirdre.burke@wlv.ac.uk Deirdre.burke@wlv.ac.uk 2 Support materials

3. Making written feedback more effective Students: using tutor feedback Students: using tutor feedback Text how can we make it easier for students to understand our comments and act on them? what strategies can students use to unpack feedback and take actions to develop skills? Tutors: providing feedback

4. The ASK Approach Attitudes - change in attitude to prevent early closure on feedback Strategies - introduction of range of strategies for learning Knowledge - both cognitive and practical to guide student learning in relation to feedback. 4 Ask Approach

5. What is it like for students when they get their feedback?  Imagine you are a student when you read the essay feedback on the handout  You can remind yourself about your essay on the following slide.  What do you think you could do with the feedback?  Set out the actions you might take on. 5 Student view

6. 6 War Studies WR1100 The Holocaust in an age of total war Explore historical debates concerning two critical incidents in the path to Auschwitz. Student Number: Semester 2. 2009 Assessment FeedbackComments 1.StructureYou made good use of the question in your exploration of selected evidence. However, you needed to identify each point more explicitly at the start of each section. 1.Argument You demonstrated an ability to make judgements on your selected points, this is good. You can develop your work by making a stronger link between the evidence to support such judgements, be it historical fact or theories constructed by scholars. There were also opportunities for you to explore the contradictory views of historians on the significance of particular incidents. 1.Sources -appropriate range consulted -appropriate referencing Your essay seems to have been built on solid research, but it is important for you to think about how and when to use quotation. What do you think a quote adds to your argument? How can you draw out the significance for your argument? Please follow a recognised system for your bibliography. 1.Clarity of expression -presentation -writing style -grammar and spelling Your writing is generally clear, although I did note a difference between your own introduction and conclusion, and the middle section of exploring the evidence. Overall Comments: Grade: Pass In your essay you were able to demonstrate an understanding of the major events in the path to Auschwitz. These conceptual strengths provide you with a platform on which you can work to develop your essay technique and thus take your work to the next level. In all the following points it is a case of building on what you are already doing quite well, to develop your work further.

7. 7 Extract from student essay Endless reasons have been offered in order to explain why the Nazis killed millions in death camps like Auschwitz. On a timeline it is possible to see that the creation of Auschwitz wasn’t something spontaneous, it was a culmination of events and actions which ended in Hitler’s decision to enforce ‘the final solution’ with Auschwitz at the helm. To answer the question it is necessary to identify which of these incidents were most critical to the forming of Auschwitz From 1933-37, Buchenwald, Sachsenhausen and Dachau concentration camps opened. These were the first major of camps that the Nazis introduced to hold Jews, Gypsies, homosexuals, political prisoners and all those they despised in tight confined conditions as prisoners; ‘institutions of incarceration for opponents of the National Socialist regime who had committed no offence punishable in the traditional German courts’. Dachau was the original camp specifically used for holding political prisoners, with Buchenwald and Sachsenhausen holding ‘asocials’. These three were the nucleus of the concentration camp system. The opening of these camps has immense significance and had the Nazis not deemed them a success then perhaps there would have been no Auschwitz. This method of squeezing as many numbers as possible was the main strategy used to isolate and remove Jews from society. But the historic significance needs to be noted and there are not many incidents more critical in terms of the holocaust and Auschwitz. Dehumanisation was the stepping stone towards human annihilation and this ran parallel with the concentration to death camp developments. Bibliography Approaches to Auschwitz, Richard L Rubenstein & John K Roth, SCM Press Ltd 1987 pg 146 http://fcit.usf.edu/Holocaust/resource/plays/Dachau.htm The Dark Valley; A Panarama of the 1930s, Piers Brendon, Vintage (2002)

8. ‘Now I’ve got the feedback, what do I do with it?’  This question from a first year student highlights the issue raised by Gibbs (2006: 26): ‘The crucial variable appears not to be the quality of feedback but the quality of student engagement with that feedback.’ 8

9. Actions on feedback  Set out the things you would do to follow up this feedback:  9 Actions

10. Gap  Walker (2009: 76) raised the question ‘why are tutors providing such a high proportion of comments that are unlikely to be usable?’  MacLellan’s (2001) research provides one answer to this question in the gap identified between tutor and student perceptions on the role of feedback within student learning 10 Gap

11. Perceptions of feedback- which is which? Staff/ students? A B Feedback is helpful in detail sometimes (73%)frequently (43%) Feedback prompts discussion with tutor never (50%)frequently (63%) Feedback helps to understand assessment sometimes (62%)frequently (50%) Feedback improves learning sometimes (72%)frequently (49%)

12. StudentsStaff Feedback is helpful in detail sometimes (73%)frequently (43%) Feedback prompts discussion with tutor never (50%)frequently (63%) Feedback helps to understand assessment sometimes (62%)frequently (50%) Feedback improves learning sometimes (72%)frequently (49%)

13. Feedback prompts discussion with tutor StudentsStaff Frequently 2%63% Sometimes 46%30% Never 50%8% Don’t know 2%0 MacLellan, E. (2001) Assessment for learning: the differing perceptions of tutors and students, Assessment and Evaluation in Higher Education, 26(4): 307–18. Interesting information from study which reveals a gap between tutor and student perceptions of feedback. 13 Discussion

14. confused, frustrated and dissatisfied  Walker (2009) areas of dissatisfaction: - it is too brief, - uses terms students do not understand, - makes assumptions about the amount of work students have done. 14 Dissatisfaction

15. Unconsolidated argument!  ‘Unconsolidated argument! What on earth does that mean?’  Tutors may not remember what it was like to be a learner receiving feedback on their work, as Falchikov (1995: 157) reminds: ‘There is a great deal that we as teachers can learn from students about the level and quality of feedback they find most useful.’ 15 Unconsolidated

16. What students want  a quick response,  to be able to read the feedback,  to relate to marking criteria,  to be consistent.  to indicate how they can move their learning on, (whatever the level of achievement.) 16 What students want

17. Developmental aspect ‘Two themes emerged strongly. One was that they wished to be told what they had got wrong, and why, and how to do better. It should be noted that the ‘why’ indicates a wish for an explanation. The other was that they would appreciate being given things to work on or watch out for in future assignments, or just receiving general suggestions for their future assignments.’ (Walker, 2009: 75) 17 Developmental

18. Ways to help students get more out of feedback: suggestions 18 Chart Helping students ProvisionUnpackingAction

19. Ways to help students get more out of feedback 19 Chart Helping students ProvisionUnpackingAction Preparing Feedback/ Feedforward Main area to work on Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars

20. How can we help students get more out of feedback? 20 Chart Helping students ProvisionUnpackingAction Preparing Feedback/ Feedforward Main area to work on Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars

21. 21 : Be prepared Activity: Be prepared – preparing students for your feedback How does your subject and module literature guide students on how to use tutor feedback?  Do they know what kind of feedback to expect?  Do they know what to do with your feedback?  Do you provide suggestions for tutorial, literature or electronic support?

22. 22 Proforma with explanation Student Number: Use only your student number, do not include your name as we follow a policy on anonymous marking. Module code and title : Task: this helps you to ensure that you have focused on the set task. Learning outcomes: Set out the specific learning outcomes for this task. FeedbackFeedforward Referencing This section feeds back on how far your review met these requirements. This section offers suggestions for your future improvement. This may include hyperlinks to resources that help you develop your skills and understanding. Structure Analysis Overall comment:Grade: Refer to the Scale to interpret your grade. Staff recommendation: main area for you to work on to improve your grades. This section helps you to prioritize your efforts by highlighting the main point from the feedback. This can help you take the first step for acting on feedback Student action : make a note of your intentions on reading this feedback This section is for you to complete when you have thought about this feedback. Make a record of your thoughts so you can put them into action before you start on your next assignment.

23.  to help students differentiate between feedback on work,  and feedforward for future learning - help students move from being passive recipient of feedback - to help students see benefit of feedforward for developing skills - to help students see how to work on the feedback in specific ways - to motivate students by providing them with advice to improve their learning at the time they receive the feedback 23 Feedback/Feedforward Tutors: providing feedback FeedbackFeedforward StructureYou showed a good level of engagement with the material, but your focus on the question could have been tighter. Think about how you plan your essays, check out guidance in study skills texts.

24. 24 Assessment FeedbackFeedbackFeedforward 1.Structure You made good use of the question in your exploration of selected evidence. However, you needed to identify each point more explicitly at the start of each section. 2. Argument You demonstrated an ability to make judgements on your selected points, this is good. There were also opportunities for you to explore the contradictory views of historians on the significance of particular incidents. You can develop your work by making a stronger link between the evidence to support such judgements, be it historical fact or theories constructed by scholars. 3. Sources -appropriate range consulted -appropriate referencing Your essay seems to have been built on solid research, but it is important for you to think about how and when to use quotation. Please follow a recognised system for your bibliography. What do you think a quote adds to your argument? You need to think about how can you draw out the significance for your argument in future assignments. 4. Clarity of expression -presentation -writing style -legibility, grammar and spelling Your writing is generally clear, although I did note a difference between your own introduction and conclusion, and the middle section of exploring the evidence.

25.  to provide students with a starting point  Too much information can be confusing  May not know where to start 25 Proforma One area/ action Tutors: providing feedback Staff recommendation: Main area for you to work on to improve your grade:

26. 26 Identify the one area that if improved would lead to a higher grade: Assessment Feedback FeedbackFeedforward 1.Structure You made good use of the question in your exploration of selected evidence. However, you needed to identify each point more explicitly at the start of each section. 2. Argument You demonstrated an ability to make judgements on your selected points, this is good. There were also opportunities for you to explore the contradictory views of historians on the significance of particular incidents. You can develop your work by making a stronger link between the evidence to support such judgements, be it historical fact or theories constructed by scholars. Explore this tutorial to consider 3. Sources Your essay seems to have been built on solid research, but it is important for you to think about how and when to use quotation. Please follow a recognised system for your bibliography. What do you think a quote adds to your argument? How can you draw out the significance for your argument? Explore this information about referencing to develop a more academic use of quotation: 4. Clarity of expression Your writing is generally clear, although I did note a difference between your own introduction and conclusion, and the middle section of exploring the evidence. Staff recommendation: Main area for you to work on to improve your grades.

27.  to provide students with a starting point  With guidance on where to make such a start 27 Proforma One area/ action Tutors: providing feedback Staff recommendation: Main area for you to work on. You must take note of published sources to distinguish between summaries and opinions. Please explore this guidance on quotation to make appropriate use of both:

28.  Stephani, 1998 students want information on how to develop their work.  Students often fail to follow up tutor feedback because they don ’ t know what to do with it (Burke 2007).  focus on ‘ pedagogic role ’ of written feedback, can ‘ facilitate learning ’ by making it easy for students to follow-up feedback advice  This process can help to make transparent the ‘ academic conventions ’ that tutors may take for granted (Lillis & Turner, 2001: 66).  use of subject specific examples helps students ‘ see ’ how skills requirements for planning, structuring and referencing look within their own discipline. 28 P roviding hyperlinks Tutors: providing feedback Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing/arts/en glish/2.2.xml http://www.monash.edu.au/lls/llonline/writing/arts/en glish/2.2.xml

29. List of hyperlinks InformationOnline TutorialsExemplars Check out this guidance on Writing critically: http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 1.xml#faq18 http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 1.xml#faq18 Try this tutorial on Analysing historical claims: http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 2.2.xml http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 2.2.xml Explore this student’s attempt to analyse the evidence: http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 3.1.3.xml http://www.monash.edu.au/l ls/llonline/writing/arts/history/ 3.1.3.xml Check out this guidance on the Features of academic writing: http://www.uefap.com/writin g/writfram.htm http://www.uefap.com/writin g/writfram.htm Try this tutorial on Avoiding ‘I’: http://www.monash.edu.au/l ls/llonline/writing/arts/sociolo gy/2.3.1.xml http://www.monash.edu.au/l ls/llonline/writing/arts/sociolo gy/2.3.1.xml See Renee’s use of precise and accurate language http://www.monash.edu.au/l ls/llonline/writing/arts/sociolo gy/3.1.3.xml Check out this guidance on using citations: http://www.monash.edu.au/l ls/llonline/writing/general/ess ay/analysing- citations/index.xml http://www.monash.edu.au/l ls/llonline/writing/general/ess ay/analysing- citations/index.xml Try this tutorial on using Harvard http://www.monash.edu.au/l ls/llonline/writing/general/ess ay/analysing- citations/index.xml Look at this example of an essay with Harvard citations: http://www.monash.edu.au/l ls/llonline/writing/general/ess ay/analysing-citations/2.xml http://www.monash.edu.au/l ls/llonline/writing/general/ess ay/analysing-citations/2.xml 29

30. 30 Example of hyperlinks to support learning Assessment Feedback FeedbackFeedforward 1.Structure You made good use of the question in your exploration of selected evidence. However, you needed to identify each point more explicitly at the start of each section. 2. Argument You demonstrated an ability to make judgements on your selected points, this is good. There were also opportunities for you to explore the contradictory views of historians on the significance of particular incidents. You can develop your work by making a stronger link between the evidence to support such judgements, be it historical fact or theories constructed by scholars. 3. Sources Your essay seems to have been built on solid research, but it is important for you to think about how and when to use quotation. Please follow a recognised system for your bibliography. What do you think a quote adds to your argument? How can you draw out the significance for your argument? Explore this information about referencing to develop a more academic use of quotation: 4. Clarity of expression Your writing is generally clear, although I did note a difference between your own introduction and conclusion, and the middle section of exploring the evidence. Staff recommendation: Main area for you to work on to improve your grades. Try this tutorial on using Harvard to help you make more of ‘quotation’ in future essays http://www.monash.edu.au/lls/llonline/writing/general/essay/analysing-citations/index.xml

31. Sharpen Up Your Skills http://www.wlv.ac.uk/l ib/skills_for_learning.as px Critical thinking and reflection: http://learnhigher.ac.uk/Stud ents/Critical-thinking-and- reflection.html Writing for Assignments E- library (WrAssE) http://www.learningdevelop ment.plymouth.ac.uk/wrasse /results.aspx UEfAP Using English for Academic Purposes http://www.uefap.co m/writing/writfram.htm Key web sources for skills advice, tutorials and exemplars Study Guides and Strategies http://www.studygs.ne t/ Monash: Language and Learning Online http://www.monash.e du.au/lls/llonline/writin g/index.xml Annotated Assignments: Health Sciences http://www.monash.edu.au/l ls/llonline/writing/medicine/h ealth-sciences/2.xml Using feedback and working with tutors: http://www.studygs.net/feed back.htm 31

32. TopicInformationTutorials/ ActivitiesExemplars Academic writing Check out this guidance on the Features of academic writing: http://www.uefap.com/writin g/writfram.htm http://www.uefap.com/writin g/writfram.htm Try this tutorial on academic writing: http://www.monash.edu.au/lls/llonline /writing/arts/sociology/2.3.xml http://www.monash.edu.au/lls/llonline /writing/arts/sociology/2.3.xml Renee's Sociology essay illustrates the use of precise and accurate language http://www.monash.edu.au/lls/llonline/ writing/arts/sociology/3.1.3.xml Analysis Try this tutorial on Analysing historical claims: http://www.monash.edu.au/lls/llonline /writing/arts/history/2.2.xml http://www.monash.edu.au/lls/llonline /writing/arts/history/2.2.xml Explore this student’s attempt to analyse the evidence: http://www.monash.edu.au/lls/llonline/ writing/arts/history/3.1.3.xml http://www.monash.edu.au/lls/llonline/ writing/arts/history/3.1.3.xml Conclusions Try this tutorial on writing introductions http://www.monash.edu.au/lls/llonline /writing/arts/sociology/2.2.2.xml http://www.monash.edu.au/lls/llonline /writing/arts/sociology/2.2.2.xml Explore this conclusion and the advice to make it stronger: http://www.monash.edu.au/lls/llonline/ writing/arts/history/3.1.3.xml Introductions Explore this webfolio on introductions: http://eportfolio.wlv.ac.uk/vi ewasset.aspx?oid=1112528& type=webfolio Try this tutorial on Writing introductions http://www.monash.edu.au/lls/llonline /writing/arts/philosophy/2.3.xml http://www.monash.edu.au/lls/llonline /writing/arts/philosophy/2.3.xml Explore how Meg introduces her essay and her tutor’s comments: http://www.monash.edu.au/lls/llonline/ writing/arts/history/3.2.3.xml Linking points Try this tutorial on Linking main points http://www.monash.edu.au/lls/llonline /writing/arts/english/2.2.3.xml http://www.monash.edu.au/lls/llonline /writing/arts/english/2.2.3.xml Explore this essay to see where the linking could be developed: http://www.monash.edu.au/lls/llonlin e/writing/arts/history/3.1.3.xml http://www.monash.edu.au/lls/llonlin e/writing/arts/history/3.1.3.xml 32 Chart of hyperlinks

33.  Students are provided with a hyperlink to a webfolio - this reminds students of the assessed task - provides exemplars of student work on the specific task - breaks down the structure of the feedback form - provides guidance on referencing - short examples to illustrate good practice 33 Linked webfolios Tutors: providing feedback Consult the linked webfolio for initial guidance and illustrations of good practice: http://pebblepad.wlv.ac.uk/webfolio.aspx?webf olioid= 966245 http://pebblepad.wlv.ac.uk/webfolio.aspx?webf olioid= 966245 You can follow up this feedback by arranging a one-to-one session with a Skills Tutor in The Student Support Office MC238, Tel: 01902 323365.

34. How can we help students get more out of feedback? 34 Chart Helping students ProvisionUnpackingAction Feedback/ Feedforward Main area to work on Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars

35. Good points Note these so you do them again Areas for improvement Draw out the main area to work on Good range of research, using recommended texts and finding other appropriate sources. Consistent use of referencing system for citations in your text and in your bibliography. 36 Unpacking Feedback 35 Students: using tutor feedback

36.  use of template can empower student  preparation of actual questions  moves through stages 36 Preparing for a tutorial Students: using tutor feedback Activity: Invite students to complete the ‘Preparation for a tutorial section of the form. Use these prompts to prepare for a tutorial with your module tutor. Make an appointment with your tutor, take this form and your assignment to the tutorial. Feedback that you understand Fill in the actions you intend to take on these points and discuss with your tutor You should make more use of the quotations you include. I understand this to mean that when I include a quote I should draw out the implications that the quote has for my essay. The quote might back up the point I am making, or it might offer a different perspective so I can use it as a jumping off point for the next part of my essay. In either case I need to make explicit reference to my reason for including the quote. Feedback that you do not understand

37. Feedback you understand What has your tutor written? What do you understand this to mean? You should make more use of quotationI understand this to mean that when I include a quote I should draw out the implications it has for my essay. It might introduce a topic, or back up a point, or introduce a different opinion. Feedback you do not understand What has your tutor written? Questions you want to ask Unconsolidated argument! 38 Unpacking Feedback 37 Students: using tutor feedback

38. How can we help students get more out of feedback? 38 Chart Helping students ProvisionUnpackingAction Feedback/ Feedforward Main area to work on Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars

39.  Template provides a way of structuring and recording tutorials  The learning need identified in the essay feedback is identified  discussion with student indicates their understanding of this learning need  follow-up  information:  online tutorials:  Exemplars:  Hyperlink added  form emailed. 39 Recording a tutorial 39 Tutors: providing feedback Feedback Tutorial Example Summary of Learning Needs to be developed: Your tutor noted that you demonstrated a good understanding of the general topic but that you needed to develop your planning so that you use the information to answer the set question. - specific feedback from Tutor - identified from looking at work We looked at the tutor feedback and comments on the text of your essay to see where you could have used material more explicitly, and also at the importance of cutting out material that was not relevant. Hyperlinks: These links will take you to sources that will support your learning: Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml

40. 40 Where to go for help Planning Skills tutor Module tutor Grammar Skills tutor eTutor Stress Academic counselor Peers Referencing Subject librarian Module tutor How am I doing? Personal tutor Module tutor Subject resources Subject librarian Module tutor Unpacking feedback Skills tutor Module tutor Analysis Skills tutor Module tutor Who to contact ?

41. 41 Action Plan Action Plan IssueTutor AdviceAction to be taken Did not answer set question fully Check out the guidance under ‘questions’ to understand the question better: http://www.uefap.com/wr iting/writfram.htm http://www.uefap.com/wr iting/writfram.htm Undertake the tutorial then book a session with a skills tutor to check planning for next assignment.

42. Neville, C. (2009) How to Improve your assignment results. McGraw-Hill. You have not answered the question. Your work is more descriptive than critical. You did not tell me anything new. Your English is weak; it was difficult to follow your arguments http://books.google.com/books?id=RAXyNwAACA AJ&dq=neville+How+to+Improve+Your+Assignmen t+Results&hl=en&ei=mprOTJv5Ls6Oswb96t2WCA&s a=X&oi=book_result&ct=result&resnum=1&ved=0C DIQ6AEwAA

43. 43 Student views ‘I realize that in order to develop my study skills I have to make an effort. I need to research these topics in the same way I do other aspects of my work.’ ‘This exercise was interesting and helpful to complete, since I misunderstood some feedback I received and if I did not complete this exercise, I would have continued doing what I was, which would have had a negative impact on my work.’ ‘This exercise was interesting and helpful to complete, since I misunderstood some feedback I received and if I did not complete this exercise, I would have continued doing what I was, which would have had a negative impact on my work.’

44. Questions/ issues for discussion 44 Questions

45. Strategies to help students get more out of feedback 45 Summary strategies ProvisionUnpackingAction Preparing i. Feedback/ Feedforward ii. Main area to work on iii. Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars

46. Follow up suggestions Bevan, R., Badge, J., Cann, A., Willmott, C. and Scott, J. (2008) Seeing eye-to-eye? Staff and student views on feedback. Bioscience Education, 12(1). (accessed 4 August 2009).  Useful article based around a survey with first year bioscience students on provision and utilization of feedback. Useful charts to show student views and also backed up by qualitative information from focus groups with students. Bloxham, S. and West, A. (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12(1): 77–89.  Useful article that shares the results of a follow-up survey with students to see how they continue to apply input on feedback in later learning. Duncan, N. (2007) ‘Feed-forward’: improving students’ use of tutors’ comments, Assessment and Evaluation in Higher Education, 32(3): 271–83.  Research in school of education on student perceptions of tutor feedback and their view of the value of interventions in the process of writing an essay. Duncan, N., Prowse, S., Burke, D. and Hughes, J. (2007) ‘... do that and I’ll raise your grade.’ Innovative module design and recursive feedback. Teaching in Higher Education: 437–45.  Research in School of Education on student engagement with the opportunity to act on feedback on a draft before final submission. 46 Follow up sources

47. Burke, D. & Pieterick, J. (2010) Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill & Open University Press. Burke, D. (2007a) Engaging students in personal development planning: profiles, skills development and acting on feedback. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(2): 107–42. Report on personal development planning approach with Religious Studies students, which focused on the benefits of resubmitting assignments in the light of tutor feedback. Burke, D. (2007b) Getting the most out of feedback, in D. Nutt and J. Tidd (eds) European First Year Experience: Conference April 2006, Teesside, University of Teesside: 36–49. An exploration of the benefits for student learning from tutor feedback by way of the Using Feedback Effectively form. Burke, D. (2008) Using electronic sources to help students get more out of tutor feedback, in J. Pieterick, M. Lawton and R. Ralph (eds) European First Year Experience Conference 2008, University of Wolverhampton. Report on the use of hyperlinks in tutor feedback to direct students to materials to enable students follow up issues in feedback. Burke, D. (2009a) Strategies for using feedback that students bring to their degree course: an analysis of first year perceptions at the start of a course in Humanities. Assessment and Evaluation in Higher Education, 34(1): 41–50. Report on induction research with a large cohort of humanities students, which identified the range of starting points in relation to understandings of tutor feedback and its place in student learning.. 47 Burke refs

48. Purposes of feedback 1. to justify the mark awarded; 2. to show how far learning outcomes have been achieved; 3. to comment on the develop of subject academic literacy; 4. to motivate the student by praising achievements 5. to identify areas that the student needs to develop; 6. to suggest resources for the development of student learning; 7. to explain why aspects are correct and worthy of praise; 8. to explain why aspects are not appropriate and show what would be an appropriate expression; 9. to identify the gap between current performance and desired performance at that level of study. 48 Purposes

49. 49 ASK approach ATTITUDE: Non-collection/ not following up advice We need to help students rethink their belief in assignment/learning closure Build into module design the need to receive and act on feedback, and ensure students are rewarded for doing so. STRATEGIES (recognition of variety of learning styles/ needs): electronic links: learning materials and resources academic study skills feedback tutorials self-and peer-assessment subject feedback tutorials (formative and summative) workshops (skills and developmental) KNOWLEDGE (cognitive and practical): Understanding the need to act on feedback. Knowing how to act on feedback. Knowing that the development of skills is a personal investment of time. Acting – taking practical steps beyond merely acknowledging the need to or intentions to.