reflecting on how we use feedback in eportfolios: are we

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Reflecting on how we use Feedback in ePortfolios: Are we stuck in a rut?

Webinar 6 July 2021

Facilitators: Dr Christine Slade & Shari BowkerInstitute for Teaching and Learning Innovation, UQ

[email protected] and [email protected]

mailto:[email protected]

mailto:[email protected]

ACKNOWLEDGEMENT OF COUNTRYThe University of Queensland (UQ) acknowledges the Traditional

Owners and their custodianship of the lands on which UQ operates. We

pay our respects to their Ancestors and their descendants, who continue

cultural and spiritual connections to Country. We recognise their valuable

contributions to Australian and global society.

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❖ Your role and/or discipline area

❖ Which institution are you from?

❖ What’s one learning you would

like to get from this workshop?

Please Introduce Yourself in the Chat

Institute for Teaching and Learning innovation

ePortfolios Australia Workshop | 6 July 2021 4

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What is feedback?

What are the elements in feedback?

Student feedback literacy: processes and interactions

Feedback spirals

Student engagement with feedback

Background Information

Institute for Teaching and Learning Innovation

5ePortfolios Australia Workshop | 6 July 2021

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What is feedback?



“A process through which learners make sense of

information from various sources and use it to

enhance their work or learning strategies.” (Carless

2018)

But we are going to extend the idea of information

from various sources…

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It can be an emotional business

Feedback for Learning – Closing the

assessment loop (monash.edu.au)

ePortfolios Australia Workshop | 6 July 2021

http://newmediaresearch.educ.monash.edu.au/feedback/

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It can be an emotional business

Feedback for Learning – Closing the assessment loop (monash.edu.au)


http://newmediaresearch.educ.monash.edu.au/feedback/

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Feedback is a process in which learners make sense of information about their

performance and use it to enhance the quality of their work or learning

strategies.

This is feedback



http://newmediaresearch.educ.monash.edu.au/feedback/framework-of-effective-feedback/definition/

http://newmediaresearch.educ.monash.edu.au/feedback/framework-of-effective-feedback/definition/


Student feedback literacy process and interactions



• Previous feedback exp.• Existing capacities to

engage with feedback• Motivated to use feedback

for improvement

• Level of engagement• Making sense of feedback• (text and/or others)• Involves dialogue & co-construction• Emotional or attitude response

• Individual student response• Feedback spirals – iterative

opportunities to engage in feedback results in cumulative impact

Source: Carless (2019a) Learners’ Feedback Literacy and

the Longer Term: Developing Capacity for Impact

• Course design• Course atmosphere• Participant relationships


Student Engagement with Feedback


[Institute for Teaching and Learning Innovation

Feedback Loops:

Single loop feedback processes involve short

term actions

Double-loop feedback processes involve longer

term adjustments

When information leads to action then feedback

loop is closed.

Students are left with unresolved questions

about how to improve their learning

Source: Carless, D (2019b)

'A loop implies an end-point, whereas a spiral implies

something more ongoing and developmental'

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Get ready to play along at home: https://www.zeetings.com/Bowker/0012-2328-0001

Using Feedback in ePortfolios



12

https://www.zeetings.com/Bowker/0012-2328-0001

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Mandated

Siloed

Feedback as delivery

Choice and flexibility

Programmatic

Active participation in

feedback (Winstone & Carless

2019)

Shift in ePortfolio design


DESIGN


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Timing of Feedback



1st task

Feedback

2nd task

Feedback

3rd task

ePortfolios give us the opportunity to curate

feedback, providing opportunities to give,

receive and work with feedback from multiple

sources (Clarke and Boud, 2018)

ePortfolios

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Student participation in feedback



• Feedback expectations

• Rubric – criteria and standardsPre-task

• Self-assessment

• Internal feedback

During

• Feedback coversheet

• Feedback action plansPost-task Photo by John Schnobrich on Unsplash

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https://unsplash.com/s/photos/participate?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

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Students generate comments on their

own work ahead of submission

• Students submit a self-evaluation of their work

with comments using the marking criteria

• Engages students with criteria and expected

standards

• Students self-identify strengths and weaknesses, taking responsibility

During task: Students complete a self-appraisal


“If students are not open to self-evaluating their work,

defensive reactions to feedback can result, which can

hamper strong engagement.” Winstone,N. & Carless,

D. (2019) p.42.

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Taking this further…

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From comments to internal feedback


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“Internal feedback is the new knowledge that students

generate when they compare their current knowledge and

competence with some reference information.” (Nicol,

2020, p2).

Catalyst of learning and develops self-regulation (p. 14)

More opportunities for feedback without increasing teacher

feedback workload (p. 15)

Students engage in

task/produce work in

ePortfolio

Suitable reference

info for comparison

Deliberate comparisons with written commentary

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Internal feedback in ePortfolio

Rubrics/

criteria

Online resources

Exemplars

Academic comments

Discussion

In class/

tutorials

Videos

Work/

Comments of peers

Adapted from “The power of internal

feedback: exploiting natural

comparison processes” D.Nicol, 2020.

“All teaching and learning scenarios are

laced with latent comparison opportunities.”

(p.19)

• Ideally both good and poor quality exemplars

• Dialogue is a comparator

• The ePortfolio can capture development of

internal feedback through comparing their

work with an external source

Possible external sources for comparison

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Peer Review



Students produced a

design report

Reviewed of 2 peers (and a self review) using criteria

Received comments

from 2 peers

Students updated

work

Giving Feedback:

Learning processes

More cognitively engaging,

application of criteria,

provides insight into new

ideas or approaches which

they hadn’t considered

Receiving Feedback:

Subject content

Information on how others

interpret their work or on

specific areas for

improvement

Students producing feedback meanings for

themselves reduces the need for teacher

feedback (Nicol, Thomson, and Breslin, 2014)

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Increases the quality of the feedback students are

generating and intensifies the learning (Nicol 2020;

Nicol and McCallum, 2021)

“…shifts the balance in peer review away from students’ commenting on others’ work to reviewing

their own work.” (Nicol and McCallum, 2021,p. 16)

Multiple sequential comparisons are required in

order to match teacher feedback (p. 10)

This is the missing link: Making comparisons explicit



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Sequence of peer/self review



(From David Nicol & Suzanne McCallum, 2021 p. 7)

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Now using the Google sheet link in the chat.

• In your group, negotiate which existing assessment task you are

going to use.

• Then identify comparison opportunities to enable your students to

generate internal feedback.

• Context is to provide students with the opportunity to produce their

own feedback on their work prior to handing in their final version.

1. What is the task?

2. Choose 3 sources for comparison (see diagram).

3. List 3 reflective questions you will ask students in relation to their

own work to make their comparisons explicit.

4. What is the sequence of review look like in an ePortfolio? i.e. step

by step.

How can you make your students’ comparisons explicit? (20mins)



Internal feedback in ePortfolio

Rubrics/

criteria

Online resources

Exemplars

Academic

comments

Discussion

In class/

tutorials

Videos

Work/

Comments of peers

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One person from each group to share how they

could get students to generate their own feedback

through comparisons.

Starting with Group #1

Sharing our ideas



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Now that you’ve heard the ideas of others…

Would you make any changes to your task?

What are they and why?

Use the chat…

Making comparisons


ePortfolios Australia Workshop | 6 July 2021 29Photo by Raquel Martínez on Unsplash

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Thank youAny Questions?

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References:Carless, D. (2019a). Learnings’ Feedback Literacy and the Longer Term:

Developing Capacity for Impact. In: Henderson M., Ajjawi R., Boud D., Molloy E.

(eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham.

https://doi.org/10.1007/978-3-030-25112-3_4

Carless, D. (2019b). Feedback loops and the longer-term: towards feedback spirals.

Assessment & Evaluation in Higher Education, Vol. 44,5, 705-714.

Clarke, Jillian L, & Boud, David. (2018). Refocusing portfolio assessment: Curating

for feedback and portrayal. Innovations in Education and Teaching International,

55(4), 479–486. https://doi.org/10.1080/14703297.2016.1250664

Nicol, David & Thomson, Avril & Breslin, Caroline. (2014). Rethinking feedback

practices in higher education: A peer review perspective. Assessment & Evaluation

in Higher Education. 39. 10.1080/02602938.2013.795518.

Nicol, David. (2020) The power of internal feedback: exploiting

natural comparison processes, Assessment & Evaluation in Higher Education, DOI:

10.1080/02602938.2020.1823314

Sadler D.R. (2015) Backwards Assessment Explanations: Implications for Teaching

and Assessment Practice. In: Lebler D., Carey G., Harrison S. (eds) Assessment in

Music Education: from Policy to Practice. Landscapes: the Arts, Aesthetics, and

Education, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-10274-0_2

Winstone,N. & Carless, D. (2019). Designing Effective Feedback Processes in

Higher Education: A Learning-Focused Approach

https://doi.org/10.1007/978-3-030-25112-3_4

https://doi.org/10.1007/978-3-319-10274-0_2

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