inclusive feedback project

HEPP ICCB INCLUSIVE FEEDBACK PROJECT

, Paige Mahoney

Project partners

Juliana Ryan, Equity & DiversityWendy Paulitz, Equity & DiversityChristine Oughtred, LibraryVictoria Grossi, Student Academic and Peer Support

ASSUMPTIONSFeedback is delivered one way by a more knowledgeable person to a less knowledgeable person

Feedback is complete once this occurs

Students access feedback

Students understand feedback

Students use feedback

Feedback helps students learn

Feedback helps students improve

STUDENT PERSPECTIVESWHAT IS THE PURPOSE OF FEEDBACK?

Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved.

To help students improve their work and learning

(1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved.

Room for improvement, knowing what you are good at and what you need help with. It's vital for learning.

To inform the student on what they are doing well and what they need to improve on.

STUDENT PERSPECTIVESWHAT IS THE PURPOSE OF FEEDBACK?

Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved.

To help students improve their work and learning

(1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved.

Room for improvement, knowing what you are good at and what you need help with. It's vital for learning.

To inform the student on what they are doing well and what they need to improve on.

STUDENT PERSPECTIVESIMPORTANCE OF FEEDBACK MODEL

I liked it however I felt some comments could have been further explained with a bit more detail to fully understand why we were marked the way we were

and how to improve our work. I also would have liked to know where I lost marks as I was told I did a great

job but the marking didn't really match

INCLUSIVE FEEDBACK PROJECTPILOT PROJECT

Phase 1: Research and consultation• Interviewed and survey continuing and sessional staff• Literature review

David Nicol John HattieDavid Boud & Elizabeth Molloy David Carless

INCLUSIVE FEEDBACK PROJECTPILOT PROJECT

Phase 1: Research and consultation• Interviewed and survey continuing and sessional staff• Literature review

Phase 2: Develop Inclusive Feedback model• Disseminate for feedback• Reviewed by Reference group

PROFESSIONAL DEVELOPMENT

Assessment and Feedback workshops with sessional staff

Integrated unit marking meetings

PROFESSIONAL DEVELOPMENT FEEDBACK DESIGN

STAFF RESOURCESFEEDBACK CHECKLIST

PROFESSIONAL DEVELOPMENT CLOUDDEAKIN FEEDBACK DESIGN

INCLUSIVE FEEDBACK PROJECTPILOT PROJECT

Phase 3: Pilot• Audio feedback: two units• Video feedback: two units

Phase 4: Evaluation• Staff interviews: continuing and sessional• Student survey• Evaluate feedback quality

AN EVIDENCE BASED APPROACH

My principles for video feedback:

What is the best feedback you’ve ever had?

What is the purpose of feedback?

How can it improve my teaching?

http://air.deakin.edu.au/public/media/0_anktxych

I liked the video feedback as sometimes written feedback can be misconstrued…however the intonation gave a better indication of how I actually went

Feedback on the feedback

To what extent did the feedback you received help your

Some benefits of video feedback

• Greater focus on bigger picture items – things that really matter

• Excellent approach for improving quality and comparability of sessional marking

STUDENT FEEDBACKON AUDIO FEEDBACK

“Hi Unit Chair (and everyone involved in marking),

I just wanted to say out of all the external uni courses I have done, the feedback on this assignment (audio, comments, comments within the assignment and Unit Chair’s personal feedback) was the most helpful I have ever received.

PROGRESS SO FAR

Rubric enhancement

project

Develop FeedbackCoP and pilot Model

Constructive alignment

Assessment quality Rubric quality Feedback quality

“Educational interventions that focus only on enhancing the quality and quantity of teacher feedback are not

sufficient if we wish to develop students' ability to make their own judgements about the quality of work. To

achieve this, students also need direct practice in assessing work and generating feedback on it. “

BUT…

Design assessment task

Design assessment criteria

Set performance standards

Perform task

Evaluate performance

Provide feedback

Provide grade

STUDENT AUTONOMYOR… WHERE DID GLO6 GO?

Design assessment task

Design assessment criteria

Set performance standards

Perform task

Evaluate performance

Provide feedback

Provide grade

STUDENT AUTONOMYOR… WHERE DID GLO6 GO?

Feedback should serve the function of progressively enabling students to

better monitor, evaluate and regulate their own learning,

independently of the teacher

(Nicol, 2009)

PURPOSE OF FEEDBACK

Feedback should develop the students’ capacity to

make evaluative judgements about their own and others work

(Boud and Associates, 2010)

NEXT STEPS

Rubric enhancement

Develop Feedback

CoP & model

Constructive alignment

Assessment quality Rubric quality Feedback quality

Students use feedback

Feedback design

Students performance

improves

Impact on learning

Staff design feedback loop

Students reflect on & document

learning

Students engage in self and peer

feedback

Staff evaluate feedback and

assessment designFeedback audit Course level

discussions

Susie MacfarlaneGlenn Wadley

School of Exercise and Nutrition Sciences

Discussion / Questions