From Feedback to Learning Florence Afolabi, Sally Graham, Joy Jarvis, Amanda Roberts & Lewis Stockwell Faculty of Humanities, Law & Education

A year ago...

Key Findings The effect of feedback on confidence – both positive and negative Lack of student understanding of some of the language used by staff in feedback Students not always seeing how feedback could be used for a subsequent piece of work

Using the findings with staff externally with students

Student to Student ‘Feedback for Learning’ Workshops for Yr 1 students across HLE Faculty

Changes in Staff Practice New assignment front cover sheet to emphasise what the student needs to do in the next assignment Feedback response forms for students to record their feedback and strategies for development Name ‘office hours’ changed to ‘student drop-in times’ to emphasise staff availability More formative feedback during assignment writing More reference by staff to prior feedback

Student researchers’ engagement with students and staff Supporting other students Working with staff on new modules Acting as consultants for projects

Student researchers at levels 4-7 Focus on strategies to develop writing LTI enhancement award Development of a School Student Researcher Project

Research into one cohort of yr 1 students’ perceptions, experience and use of feedback Perceptions on entry to UH: Perceptions after receiving first assignment feedback: Constructive Helpful Useful Unhelpful Confusing Unclear

What’s the issue? Difference from previous experience of feedback which was likely to have been focussed, specific and related to ongoing work Students unclear about how to use advice for improvement – issues of strategies and agency I’ve got to work it out for myself! That is independent learning! student viewstaff view

Implications for Feedback Practice spoon-feeding?scaffolding? What tools/resources/strategies do students need to be able to become independent learners?

Developing Resources HLE Faculty ‘Learn from Feedback’ Video

An Investigation into the Process of Students Working together On Learning & Teaching BarriersFacilitators Perceptions of each other Power differences Separation of accommodation Time Assessment roles Student numbers Not shared understanding of L&T Limited enabling structures Communication skills Rapport Passion for Subject Interest in L&T Wanting to make a difference Wanting to develop professional relationships Critically reflective practitioners

Where are we now? “There is a separation shown here between students and staff. The long road shows the long way we have to go in our communication between one another”.

“ This is how I see my School at the moment, with all the staff on one side of the film and all the students on the other side. This is starting to be broken down now but still the nuts and bolts of the university’s policies are getting in the way.”

Where do we want to be? “ This is how I see the future. There are still barriers there but there are ways over this with staff and students communicating professionally with each other.”

Next steps..... Small scale researching into L&T – collegial support groups for staff & students Student involvement in different ways : researching with staff, collecting and analysing data, acting as consultants Contexts for sharing practice on campus, on-line, in writing

Students and Staff Working in Partnership in Learning and Teaching