students’ experiences of feedback
TRANSCRIPT
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A Longitudinal Inquiry into Students’ Experiences of
Feedback
ECER 2017
Professor David Carless
University of Hong Kong
The University of Hong Kong
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Overview
1. Lack of engagement with feedback
2. Research method
3. Findings: processing & using feedback
4. Implications
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Defining Feedback
A process in which learners try to make sense of information from varied sources and use it to enhance performance or learning strategies.
After Boud & Molloy (2013), Carless (2015)
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SELECTED FEEDBACK CHALLENGES
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Feedback challenges
Too much feedback as telling
Difficulties in decoding feedback
Lack of engagement with feedback
Lack of strategies for using feedback
The way feedback is organised
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Feedback often seems like …
… a perversely belated revelation of things that should have been made clear earlier (Crook, Gross & Dymott, 2006)
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Closing feedback loops
It’s only feedback if students take some action
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RESEARCH METHODOLOGY
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Research Questions
RQ1: How do student participants perceive, process and use feedback?
RQ2: What changes, if any, seem to occur in the student response to feedback?
Year 1 2 3 4 5
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Method
Participants: four undergraduate students majoring in Education
Data collection: semi-structured interviews (2 times x 5 years, 10 per person);
+ marked assignments with comments
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Data analysis
Codes e.g. defining feedback; effective feedback; acting on feedback; emotional response; praise versus criticism; etc.
Findings (Categories) organized as per RQs
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FINDINGS
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Perceptions
• Perceptions of feedback:– Revealing one’s strengths
and weaknesses
– Suggesting how work could be improved
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Engaging with feedback
Using feedback – Only Petula (high-achiever) actively seeks
feedback
– The 3 others have limited motivation & strategies for using feedback
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Acting on feedback
Potential action on feedback influenced by:
– How assessment is designed
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Assessment design
“When there are two related assignments, I can read the comments on the first one, understand what areas to improve and then use them on the second assignment. If there is no second assignment, I read the comments, put them in a drawer and that’s finished”. (Eva)
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Affective factors
Balance of praise/critique
Trust e.g. credibility and sincerity of teachers
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Praise or critique?
“I tend to like comments which make me feel good” (Eva)
“If feedback is positive I am more motivated to work harder” (Candice)
“Sometimes praise is not sincere, I would rather they hit me harder with more critical feedback”. (Petula)
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‘Less is more’
“Teachers want more in-depth discussion of a topic rather than touching on the surface.” (Eva)
“Try not to cover too many points,
rather discuss two in detail”.
(Candice)
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Peer learning
• Alicia attributed improvement to peer learning in group assessment
• Petula valued peer feedback processes
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Gradual apathy
“From year 3 onwards, I realized that I am not too good or too bad. So I have lost the drive to try to improve significantly. I still care about the grades but not that much about the feedback”. (Candice)
Cf Price et al., (2011)
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Implications
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Dialogic feedback
Encourage dialogue of various forms, especially peer feedback
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Interactive cover sheet
Invite students to state what feedback they want (Bloxham & Campbell, 2010)
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Teacher guidance
Teachers need to train, model & guide students in feedback processes & behaviors
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Student feedback literacy
• Understanding feedback processes
• Practicing making judgments
• Managing emotions
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References
Bloxham, S. & Campbell. L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment and Evaluation in Higher Education, 35(3), 291-300.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Boud & L. Molloy (Eds.), Feedback in Higher and Professional Education (p.90-103). London: Routledge.
Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge.
Crook, C., Gross, H. & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95-114.
Price, M., Handley, K. & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.
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THANK YOU
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