1. Faculty of Business & Law “iDemand feedback: investigation of feedback behaviour and preferences with efficient solutions for improving student satisfaction. Ollie Jones

2. Faculty of Business & Law Paper Structure Element 1 – Feedback Preferences Element 2 – i-demand Intervention

3. Faculty of Business & Law Element 1 Student Perceptions of Feedback

4. Faculty of Business & Law Context Student Perceptions of feedback –Weaver (2006), Rae & Cochrane (2008) Not engaged with Feedback –Winter & Dye (2005), Mutch (2003) Grade Sensitive ? –Taras (2003) Bevan et al (2008) and Rowe and Wood (2007)

5. Faculty of Business & Law Context – Sample Size 50 from 260

6. Faculty of Business & Law Which is the top preference for students? 1)Feedback on a practice activity closely related to the assessment task(s). 2)Feedback on my draft work for the assessment 3)Generic Feedback about an assignment on X- stream 4)My work scored in a Matrix showing what’s expected for each grade band 5)Handwritten comments on my assessment work 6)One-to-one face-to-face chat with the lecturer concerned after the assignment

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9. Feedback Manifesto –H1 Not all students want the same approach to feedback, but on balance, we approach feedback as though they do.

10. Faculty of Business & Law I believe that feedback before the assignment [ formative ] is more valuable than after [summative] A.Strongly Agree B.Agree C.Neither Agree nor disagree D.Disagree E.Strongly Disagree

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15. Efficiencies Bloxham & Boyd (2007) Denton et al (2008) Van den Bloom (2004) Hepplestone and Mather (2007)

16. Faculty of Business & Law I am more likely to obtain my feedback if it is in X-stream, rather than having to collect it. A.Strongly Agree B.Agree C.Neither Agree nor disagree D.Disagree E.Strongly Agree

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18. I am more interested in the mark than feedback for the final assignment, and will only seek detailed feedback if it differs from my expected grade. A.Strongly Agree B.Agree C.Neither Agree nor disagree D.Disagree E.Strongly Agree

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20. Intervention i-demand feedback

21. Faculty of Business & Law Context 260 Students

22. Faculty of Business & Law Hierarchy of Summative feedback Generic Feedback Individual Rubric & Comments Detailed Individual Resource High 3 weeks 2 weeks 4 week ‘on demand’

23. Faculty of Business & Law Students View grade Students listen to generic feedback in X-stream Students view Feedback in grademark (TURNITIN X-stream) 29t h Jan 1 st Feb Audio feedback produced by Marking tutor Upload MP3 Audio file to X-stream Selective release set for student Student request individual audio Feedback Via X-Stream 1 st Feb 5 th Feb Students listen to their feedback (ONLY) in X-stream 15 th Feb 8 th -12 th Feb Summative Feedback ‘on demand’

24. Faculty of Business & Law How many students listened to generic feedback A.5-10% B.10-20% C.20-30% D.30-50% E.50%+

25. Faculty of Business & Law How many students accessed their feedback rubric? A.5-10% B.10-20% C.30-40% D.40-50% E.50%+

26. Faculty of Business & Law How likely is that you will want individual audio feedback?

27. Faculty of Business & Law How many students actually requested individual audio feedback? A.5-10% B.10-25% C.25-40% D.40-50% E.50%+

28. Faculty of Business & Law How many students [of those who requested it ] listened to their feedback file? A.5-20% B.20-40% C.40-50% D.50-70% E.70%+

29. Faculty of Business & Law Le grand finale?

30. Faculty of Business & Law Hierarchy of Summative feedback Generic Feedback Individual Rubric & Comments Detailed Individual Resource High 3 weeks 2 weeks 4 week ‘on demand’

31. Faculty of Business & Law “These lecturers believe students are more likely to collect, read and act on feedback if it is on formative assessments, such as comments on essay drafts. Even the exemplary lecturers experience that feedback on summative assessments is most likely to be left uncollected at the end of the semester”…(Jollands et al 2009)

32. Faculty of Business & Law If the mark is what I expected then I am usually satisfied with simple feedback using a scored matrix/rubric on my assignment ( such as those used in ops mgmt in S1) A.Strongly Agree B.Agree C.Neither Agree nor disagree D.Disagree E.Strongly Agree

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35. The tricky 10%; Who are they?

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41. Feedback Manifestos Providing ‘in depth’ or ‘detailed’ summative feedback for all students after an assessment is neither effective,efficient or desirable. Detailed feedback could be offered to those students who want (need) it Focus ( and hence resource )could be mostly shifted from summative to formative feedback Compare the tutorial activity to the top three feedback preferences? Consider the equity issue raised by Taras (2006) in the nature of formative feedback and Sadler (2010) comments about standards and Gibbs & Simpson (2009) about peer assessment

42. Faculty of Business & Law Summative Feedback ‘on Demand’ Focus resource & effort where most effective/ required Student feedback needs & behaviou r is diverse Could Identify feedback ‘hungry’ students early. Suggest pick 2 of the top 3 formative feedback elements