Presentation by Dr Sarah Robertson UWE Bristol UWE Learning and Teaching Fellowship – Funded Feedback Project Findings Presentation by Dr Sarah Robertson

The Project Was carried out during 2010-11 Required first, second and third year students to complete two questionnaires – one mid-way through semester 1 to assess their expectations of feedback and their previous feedback experiences, and one at the end of semester 2 to gather their experiences throughout the year.

Departments/Programmes that took part included: English Accounting and Finance Drama Education Mental Health Nursing Architecture and Planning Psychology Bioveterinary Science English Language and Linguistics Mathematics and Statistics

(Questionnaire 1) Statement: I am aware of the UWE policy on the timely return of feedback Strongly Agree Agree Neutral Disagree Strongly Disagree Level 1 (1075 40% - 60% Level 2 (738) 40.8% 34.3% 24.9% Level 3 (595) 41% 27.6% 31.4%

Key Summative Findings 93% of students consider feedback integral to their learning. On entry, 88% of first year students agree that they knew how to use feedback, but this figure dropped to 43% at the start of level 2, and to 37% at the start of level 3. Approximately 53% of students at the start of the first year and second year agree that their feedback shows that their tutor has thoroughly/properly read their work but this percentage drops to 41% at the start of level 3, with 31% of the final year students disagreeing with the statement “Feedback has shown my tutor has read my work properly”.

Key Summative Findings cont. 82% of new first year students agree that the usefulness of feedback varies from tutor-to-tutor. By the start of level 2 that figure drops to 74% and down further to 65% at the start of level 3. At the end of the first year 79.4% agreed that feedback helped to develop and enhance skills with this percentage falling to 67.5% by the end of Level 3. At Level 1 and 2 at least 70% agreed feedback was detailed and helpful with this percentage falling to 60% by the end of Level 3. Similarly, at Level 1 and 2, > 74% agreed feedback explained how to improve with this percentage falling to 61% at the end of Level 3.

(Questionnaire 1) Statement: Tutors should be available to discuss feedback Strongly Agree Agree Neutral Disagree Strongly Disagree Level 1 (1075) 49.8% 47.8% 2.4% 0.0% Level 2 (738) 61.2% 36.6% 2.0% 0.1% Level 3 (595) 64.2% 32.8% 2.7% 0.3%

(Questionnaire 2) Statement: Staff were available to discuss feedback. Strongly Agree Agree Neutral Disagree Strongly Disagree Level 1 (322) 19.4% 63.1% 14.7% 2.8% 0.0% Level 2 (322) 23.6% 60.2% 12.7% 0.6% Level 3 (319) 21.3% 57.4% 15.4% 6.0%

Student Comments: Expectations of Level 3   “I expect more detailed, personal and frequent feedback at level 3 in order to improve where I am falling down and so I feel reassured when I am doing well. This will help me in achieving the best degree I can.” (Mathematics, Level 3) “I certainly think it’s more important to get more detailed and helpful feedback on my own personal work. I hope that my lecturers have more time to offer time and advice.” (English Language and Linguistics, Level 3) “Individual feedback is more helpful than general/overall feedback.” (Accounting and Finance, Level 3)

Student Comments: One-to-One Feedback “tutors often have no time to talk about feedback – this does not help us to improve.” (Level 3)   “one-to-one meetings to discuss progress and feedback is the best way to discuss personal aims and building an academic relationship with tutors.” (English, Level 3) “I find face to face communication to be highly valuable and when I haven’t done so well on assignments would find feedback in this form of greater help than typed comments. The lecturer could then be aware of your individual circumstances and really discuss any problems and provide advice for future.” (Physiotherapy, Level 3) “Feedback is generally useful if it is personal as every student is different and skills differ on different coursework and exams.” (Mathematics, Level 3)