Focus on feedback注重反馈.pptVIP

Focus on feedback Carol Johnston Ciannon Cazaly Focus on feedback QoT CEQ Teaching structure at Melbourne Importance of feedback in Formative Assessment Move to modularisation and multiple choice What do student want in feedback ? The study Assignment analysis Student and tutor survey Student and tutor semi structured interviews Survey Quantity Quality Timing Student action Feed Forward Brown, Gibbs and Glover (2003). 49% response rate Respondents: Females 69% and international students 15% cf whole cohort 50% female and 30% international; 80% respondents studied at uni for two years or less No significant differences between local and international students Males more positive about the feedback they receive than females Quantity – want more feedback Timing – seen as too late Quality –around 20% did not find it useful Action – do read feedback provided 39% do not Feed forward – most student satisfied 18% were not The Assignment 1000 words, 20% 31% of students allowed assignments to be analysed – 99 assignments Coded three times Quantity- 8 tutors, 8 interventions per assignment Quality Content Motivational Feed forward Depth Glover and Brown (2006) Depth of feedback Category 1: a tutor acknowledgement of an error, issue or problem, and draw the student’s attention to the weakness; Category 2: acknowledge an error, issue or problem and provide a correct response or advice on seeking a correct response. Category 3: acknowledgement of an error and correct response, the tutor comment also provides a reason why the student’s answer was inappropriate. There is an element of feed forward in category three comments. Strategies for improvement Train tutors to increase depth of feedback and instruct students in how to use this form of feedback. Support students in understanding language of feedback Model answers ??? Cumulative marking schemes ?? Raise level of communication about feedback so that perceptions of tutors and students can be more clos