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Is improving feedback like herding cats? One School's approaches for enhancing feedback to students Steve Rutherford 029 208.

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Presentation on theme: "Is improving feedback like herding cats? One School's approaches for enhancing feedback to students Steve Rutherford 029 208."— Presentation transcript:

1 Is improving feedback like herding cats? One School's approaches for enhancing feedback to students Steve Rutherford

2 Biosciences contains approx undergraduate students Biosciences contains approx undergraduate students Biosciences (12 degree schemes) Biosciences (12 degree schemes) Medical (years 1 & 2) Medical (years 1 & 2) Dental (year 1) Dental (year 1) Prelim, IFP, Erasmus, Colgate etc. Prelim, IFP, Erasmus, Colgate etc. Taught by c.100 academic staff Taught by c.100 academic staff SUMMARY

3 Lower-than-desired NSS scores for Feedback Lower-than-desired NSS scores for Feedback Feedback holding down NSS results and therefore position in league tables Feedback holding down NSS results and therefore position in league tables Provision of Feedback variable between staff Provision of Feedback variable between staff Students coming through expecting similar educational environment to School Students coming through expecting similar educational environment to School One further problem: One further problem: THE PROBLEM

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5 How to improve the learning experience through Feedback ? How to improve the learning experience through Feedback ? How to ensure that feedback is returned in a timely manner ? How to ensure that feedback is returned in a timely manner ? How to ensure that Feedback is useful ? How to ensure that Feedback is useful ? How to encourage students to COLLECT and USE feedback ? How to encourage students to COLLECT and USE feedback ? How to avoid spoon-feeding ? How to avoid spoon-feeding ? How to manage student expectations ? How to manage student expectations ? THE CHALLENGE

6 Group of key members of academic staff (year tutors, FY Project module leader, Admin staff, new staff) Group of key members of academic staff (year tutors, FY Project module leader, Admin staff, new staff) Discuss issues and experiences Discuss issues and experiences Devise surveys and questionnaires Devise surveys and questionnaires Devise policy suggestions Devise policy suggestions Monitor progress Monitor progress Include Students once initial phase complete Include Students once initial phase complete FEEDBACK WORKING GROUP

7 The result of our deliberations: The result of our deliberations: FEEDBACK WORKING GROUP FEEDBACK IS A MASSIVE AND COMPLEX ISSUE

8 Reconsider the purpose of each assessment Reconsider the purpose of each assessment Ensure that assessment supports/encourages learning Ensure that assessment supports/encourages learning Consider Feedback when setting assessments Consider Feedback when setting assessments Explain how feedback can be used Explain how feedback can be used Suggest novel methods of providing feedback Suggest novel methods of providing feedback 1. CHANGE THE ASSESSMENT CULTURE TO INCLUDE FEEDBACK SUGGESTIONS FOR THE EFFECTIVE USE OF ASSESSMENT AND FEEDBACK IN BIOSI

9 2. ASSESSMENT LOAD and TURN-AROUND TIME 4 WORKING WEEKS 4 WORKING WEEKS Encourage Assessment EARLIER in the module Encourage Assessment EARLIER in the module Hand-in times staggered Hand-in times staggered No hand-in on a Thursday/Friday afternoon No hand-in on a Thursday/Friday afternoon

10 3. TIMELY RETURN OF FEEDBACK RETURN DATE IS INCLUDED IN TIMETABLE RETURN DATE IS INCLUDED IN TIMETABLE Keeping to these dates is important! Keeping to these dates is important! Setting realistic dates is necessary Setting realistic dates is necessary

11 4. GENERIC FEEDBACK PROVIDE SOME FORM OF GENERIC FEEDBACK WITHIN 2 WEEKS OF ASSIGNMENT Outline answer Outline answer Questions to consider Questions to consider Common points from previous cohort Common points from previous cohort Common points from first scripts marked Common points from first scripts markedPROBLEMS Students do not appreciate the value Students do not appreciate the value Students prefer feedback to accompany their work Students prefer feedback to accompany their work Clashes with extensions (Ext Circs) Clashes with extensions (Ext Circs)

12 5. PR of FEEDBACK

13 Photo: Abi Goulding (Zoology)

14 5. PR of FEEDBACK Photo: Scott McKenzie (Zoology)

15 Audio Feedback Audio Feedback Use of Comment Sheets/Banks Use of Comment Sheets/Banks Grademark Grademark Podcasts/Screen captures Podcasts/Screen captures Presenting feedback in class Presenting feedback in class Feedback as Questions Feedback as Questions Computer-scanned feedback Computer-scanned feedback Voice-recognition software Voice-recognition software 6. OTHER METHODS OF FEEDBACK

16 Audio Feedback Audio Feedback Use of Comment Sheets/Banks Use of Comment Sheets/Banks Grademark Grademark Podcasts/Screen captures Podcasts/Screen captures Presenting feedback in class Presenting feedback in class Feedback as Questions Feedback as Questions Computer-scanned feedback Computer-scanned feedback Voice-recognition software Voice-recognition software 6. OTHER METHODS OF FEEDBACK

17 Modules assessed individually on Feedback Provision Modules assessed individually on Feedback Provision Advice on improvement by members of Learning & Teaching Committee Advice on improvement by members of Learning & Teaching Committee Sharing Good Practice Sharing Good Practice 7. PRLT: FEEDBACK

18 Emphasise role of P.T. in ONGOING development of academic skills Emphasise role of P.T. in ONGOING development of academic skills Diagnostic tests Diagnostic tests Competencies Competencies Academic Tutorials Academic Tutorials 8. ROLE OF PERSONAL TUTOR

19 HAVE THESE APPROACHES WORKED? NSS NSS Criteria have been clear: + 9.5% Criteria have been clear: + 9.5% Assessments have been fair: +12% Assessments have been fair: + 12% Feedback has been prompt: +11.5% Feedback has been prompt: % Received Detailed Comments: +11.5% Received Detailed Comments: % FB helped me understand: +10% FB helped me understand: + 10% +veNeut-ve Year % (14.5%) 47.9% (44.8%) 23.9% (40.7%) Year % (14.6%) 50.0% (43.8%) 17.8% (41.7%) Final Year 50.7% (36.6%) 36.3% (44.1%) 13.0% (19.3%) EXIT QUESTIONNAIRE EXIT QUESTIONNAIRE Feedback received on coursework was adequate and timely

20 SUMMARY Its a good start Its a good start Change takes a LONG time! Change takes a LONG time! Must change culture of assessment Must change culture of assessment Must educate students about FB Must educate students about FB Manage expectations Manage expectations Needs constant monitoring Needs constant monitoring Remind staff of the importance of FB Remind staff of the importance of FB Setting up a working group was extremely useful Setting up a working group was extremely useful

21 SUMMARY Its good to talk!

22 Thank you

23 SURVEYS OF FINAL YEAR STUDENTS Crucial to maintain high standards in written feedback Crucial to maintain high standards in written feedback Develop opportunities for students to seek verbal feedback Develop opportunities for students to seek verbal feedback Methods for improving peer assessment exercises are required Methods for improving peer assessment exercises are required The timing of return of assignments should be improved The timing of return of assignments should be improved Generic Feedback not valued Generic Feedback not valued Want to be told answers/guidelines directly. Want to be told answers/guidelines directly. SURVEYS


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