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Feedback designs to promote dialogue
David CarlessUniversity of Hong Kong
December 14, 2015Open University of Catalonia
The University of Hong Kong
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Overview
1. The wider feedback picture
2. Principles of dialogic feedback
3. Online dialogic feedback
4. Issues & Implications
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SITUATING FEEDBACK
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Bigger pictureFeedback as assessment design issue
Feedback as a pedagogical issue
Feedback as a relational issue
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The University of Hong Kong
Productive assessment task design
Understanding quality in the discipline
Student engagement with feedback
Learning-oriented assessment framework
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Research process The University of Hong Kong
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Merry, Price, Carless, & Taras (2013)
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What does ‘feedback’ mean?
As dialogues around student work
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As comments …Providing information about performance
AND/OR
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Defining feedback
“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies”.
Carless (2015, p.192) building on Boud & Molloy (2013)
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Closing feedback loops
It’s only feedback if students take some action
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FEEDBACK AS DIALOGUE
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Dialogic feedback principles
• Process rather than product
• Prompting learner action
• Peers as active source of feedback
• Inner dialogue, internal feedback
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Key aim of feedback
To enhance student ability to self-monitor their work in progress
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Dialogic feedback in practice1. Teacher-facilitated dialogic feedback
2. Online dialogic feedback
3. Peer feedback and internal feedback (Nicol, 2010)
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Assessment dialoguesDiscussing assessment processes to help students understand rules of the game (Carless, 2006)
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Feedback designsActivities in which students make judgments
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Exemplars & feedback Analysis of exemplars can support students in decoding teacher feedback (Handley & Williams 2011; To & Carless, 2015)
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Guidance & feedback
Integrated cycles of guidance & feedback within learning processes (Hounsell, 2007; Hounsell et al. 2008)
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Model of guidance & feedback
Preparatory Guidance
-Clarifying task-Engaging with criteria-Analyzing exemplars
Student self-monitoring
-Seeking & using feedback-Peer review-Self-evaluation
Ongoing clarification
-Opportunities for practice-Apply criteria-Review work in progress
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Cumulative task designs• Task 1 feedback interlinked task 2
• Position students as active feedback seekers & users
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ONLINE FEEDBACKSTRATEGIES
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Learning Management Systems
Storing and accessing feedback comments
Prompting students to act on prior feedback (before receiving more feedback)
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Use of FacebookMore attractive to students than Moodle (Deng & Tavares, 2013)History students uploaded drafts & received peer feedback (Carless, 2015)
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Assessed blogBusiness case: participation grade included blog contribution
“Having a grading allocation … gives some life to the blog” (Carless, 2015, p. 124)
Sense of cumulativeness vs stating own opinion
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Non-assessed blogInvolved current students, past students and practitioners in industry
“Students will treasure feedback if it addresses their needs and interests”
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Audio (& video) feedback
Providing recorded verbal commentary (instead of written feedback?)
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Audio feedback: pros
• Viewed positively by students (Lunt & Curran, 2010)
• Shows concern; permits nuanced feedback or detail (Savin-Baden, 2010)
• May resemble a dialogue (Nicol, 2010)
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Audio feedback: cons
• ‘Moderate’ impact on student learning (Gould & Day, 2013)
• Difficult in failure cases• Workload? (Hennessy & Forester, 2014)
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STUDENT ROLE IN SEEKING, GENERATING & USING FEEDBACK
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Peer feedback Potentially more plentiful …
But peers often viewed as lacking expertise
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Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014)
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Sustainable feedback
Enhancing student role to generate & use feedback (Carless et al., 2011; Hounsell, 2007)
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SELECTED FEEDBACK CHALLENGES
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Confusion over purposesStudent & staff confusions over purposes of feedback and what it can achieve (Price et al., 2010)
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Workload Students (not staff) should work harder to generate and use feedback
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Shifts in priorities The University of Hong Kong
Increase Decrease
In-class dialogic feedback within course time
Unidirectional comments after course completion
Written feedback comments on first assessment task of module
Written feedback comments on final task of module
Feedback for first year students
Feedback for final year students
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Failing to connectDifficulties for lower achievers to make sense of feedback (Orsmond & Merry, 2013)
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Implications The University of Hong Kong
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Feedback literacy
Teachers need to help students understand purposes of feedback & how they can use it
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Good feedback practiceIntegration of feedback & task design;
Timely dialogues: online & peer feedback;
Development of student self-regulation for sustainable feedback
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THANK YOU
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