clt conference 2015 6 th july 2015 nudge! a structured programme of support aimed at improving...
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CLT Conference 2015
6th July 2015
Nudge! A structured programme of support aimed at improving student achievement where average grades are just below a grade boundary
Nigel Kelleher, Edge Hill University
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“But the feedback is…
n _ _ m _ _ _ u _ _”
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“But the feedback is not much use”
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“But the feedback is not much use”
But it’s not really a surprise!
Students not effectively engaging with feedback (Duncan, 2007)
Feedback has “little or no effect” (Sadler, 2010, p.535; Crisp, 2007)
Feedback repeatedly shown not to “lead to an increase in standards...or [be] acted
upon” (Elbra-Ramsay, 2011,p.16)
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“But the feedback is not much use”
What a waste!All this effort to help our students become self regulating and independent learners
(Butler and Winne, 1995)
“dispiriting” (Pardoe, 2000 cited in Crisp, 2007,
p.571)
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So how do our students use
summative feedback?
Do our students think about summative
feedback in the same way we do ?
“But the feedback is not much use”
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BA Hons Social Work (3 year; full time)
Modular delivery
Electronic marking and feedback via Blackboard
Level 5 (Year 2) 5 modulesSept 2014
Oct Nov Dec Jan 2015
Feb Mar Apr May June
Practice learning placement
Academic modules x 3Academic modules x 1
Hand in
Hand in
Hand in
Hand in
Hand in
Hand in
Some programme context (& limits!)…
nudge! time
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“But the feedback is not much use”
Do our students...
-know what feedback is for?-read the feedback they get?(and we can’t take those things for granted (Hepplestone and Chikwa, 2014))
yes no
But our students lack a timely opportunity to apply all the summative feedback (Crisp, 2007)!
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“But the feedback is not much use”
Do our students...
-see “feedback as the end- product of the assessment process and ... not see connections between assignments, modules, years of study and employment”?(Hepplestone and Chikwa, 2014, p.41).
yes no
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But there are some important limits on summative feedback…
•tutor time
•word limitup to 5000 characters + unlimited boxescomment
“But the feedback is not much use”
topic
analytical skills
presentation
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“But the feedback is not much use”
And for all our hopes of a dialogic relationship re feedback,
students do not always “put effort in to try and get
feedback [or explore it further]” (Hepplestone and Chikwa, 2014, p.45).
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So we started thinking about some kind of practical and efficient scaffold to support the effective use of feedback (Elbra-Ramsay, 2011).
Particularly, the idea that “students often experience problems interpreting the academic language underpinning assessment [re both learning outcomes and feedback]” (Higgins et al., 2002, p.56)
So what would that look like?
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nudge! Do you find your grades hover just a little below a grade boundary (ie just below 50%, 60% or 70%)?Do you want to do something about it? Try nudge! - a series of brief seminars designed to help you understand how improve your grades and cross over that boundary
In other words, low cost,...(high gain?)
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• brief• regular• focused
(To date: investment of 5 x 15 min sessions)
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nudge! Why focus on grade boundaries?
a) Motivate participation(but sessions were voluntary and open to all)
b) Enable data analysis
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nudges!
beginning & endings
learning outcomes
grading criteria
critical writing
Why these?Clarify ‘discourse’ConnectTransfer
“Assignment specific content is difficult to use”(Hepplestone & Chikwa, 2014, p.48)
patterns in feedback
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nudge! connects with important agendas....
Student agendaDesire to understand (Higgins et al., 2002)Desire to achieve (award classification)Competitiveness in labour market
University agenda performance data +++
Tutor agendajob satisfaction +++
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nudge!is not trying to displace dialogue or duplicate tutorial or learner services support.
So why do it?
ProximityAccessibilityConsistencyIdentity
local, informed, coherent
responsive investment
SatisfactionAchievement? Self regulating
learners?
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nudge!what happened next?
Eligible sample: 26Participation: aver. 6Target sample: 8 (based on level 5 grades)
Quantitative data: available in Yr 3 (2015/16)
Qualitative data:
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nudge!what happened next?Qualitative data:
“Really helpful”
Offered by students as example of academic support during recent validation and approval event
Sense of ‘department going the extra mile’
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nudge!next steps...
-expand to include levels 5 & 6-timing matters! (moving to Jan-Mar 2016)-trial nudges in ‘presentation’, ‘theory/practice linkage’ and referencing (Crisp, 2007)-action planning and linkage with PPDP-explore useful potential for “trusted” peer student support (Crisp, 2007)-analyse achievement patterns
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If nudge! fails?
There is always Plan B...
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References
Butler, D. and Winne, P., 1995. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3) pp.245-281
Crisp, B., 2007. ‘Is it worth the effort? How feedback influences students’ subsequent submission of assessable work’. Assessment & Evaluation in Higher Education, 32(5), pp.571-581
Duncan, N., 2007. Feed-forward: Improving students’ use of tutors’ comments. Assessment & Evaluation in Higher Education, 32(3), pp. 271-283.
Elbra-Ramsay, C., 2011. ‘Can 'Quality Marking' be used to provide effective feedback within Higher Education?’ Journal of Pedagogic Development, 1(2), pp.16-30
Hepplestone, S. and Chikwa, G., 2014. Understanding how students process and use feedback to support their learning. Practitioner Research in Higher Education 8(1), pp.41-53
Higgins, R., Hartley, P. and Skelton, A., 2002. The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), pp.53-64
Sadler, D.R., 2010. Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), pp. 535-550.