Focus on feedbackFocus on feedback

Carol JohnstonCarol Johnston

Ciannon CazalyCiannon Cazaly

Focus on feedbackFocus on feedback

QoTQoT CEQ CEQ Teaching structure at Melbourne Teaching structure at Melbourne Importance of feedback in Importance of feedback in

Formative Assessment Formative Assessment Move to modularisation and Move to modularisation and

multiple choice multiple choice What do student want in What do student want in

feedback ?feedback ?

The studyThe studyAssignment analysisAssignment analysisStudentStudent and tutor and tutor surveysurvey

Student and tutor semi Student and tutor semi structured interviewsstructured interviews

SurveySurvey Quantity Quantity QualityQuality TimingTiming Student action Student action Feed ForwardFeed Forward

Brown, Gibbs and Glover (2003).Brown, Gibbs and Glover (2003).

49% response rate49% response rate Respondents: Females 69% and Respondents: Females 69% and

international students 15% cf whole international students 15% cf whole cohort 50% female and 30% cohort 50% female and 30% international; 80% respondents international; 80% respondents studied at uni for two years or lessstudied at uni for two years or less

No significant differences between No significant differences between local and international studentslocal and international students

Males more positive about the Males more positive about the feedback they receive than femalesfeedback they receive than females

Quantity – want more feedbackQuantity – want more feedback Timing – seen as too lateTiming – seen as too late Quality –around 20% did not find Quality –around 20% did not find

it usefulit useful Action – do read feedback Action – do read feedback

provided 39% do notprovided 39% do not Feed forward – most student Feed forward – most student

satisfied 18% were not satisfied 18% were not

The AssignmentThe Assignment 1000 words, 20%1000 words, 20%

31% of students allowed assignments 31% of students allowed assignments to be analysed – 99 assignmentsto be analysed – 99 assignments

Coded three times Coded three times Quantity- 8 tutors, 8 interventions per Quantity- 8 tutors, 8 interventions per

assignmentassignment QualityQuality

– ContentContent– Motivational Motivational – Feed forwardFeed forward– DepthDepth

Glover and Brown (2006)Glover and Brown (2006)

Scatter Diagram 1: Relationship between interventions and marks for each assignment

0

5

10

15

20

25

0 5 10 15 20 25mark

num

ber

of in

terv

entio

ns

Total number ofinterventions

Graph 1: Tutor interventions per assignment

0

20

40

60

80

100

120

a e f b d g c hTutors

Num

ber number of

assignments

Interventions

Feedback Types

Content70%

De-motivational Comments

2%

Motivational Comments

21%

Skill6%

Further Learning1%

Depth of feedbackDepth of feedback

Category 1Category 1: a tutor acknowledgement : a tutor acknowledgement of an error, issue or problem, and draw of an error, issue or problem, and draw the student’s attention to the weakness; the student’s attention to the weakness;

Category 2:Category 2: acknowledge an error, acknowledge an error, issue or problem and provide a correct issue or problem and provide a correct response or advice on seeking a correct response or advice on seeking a correct response. response.

Category 3:Category 3: acknowledgement of an acknowledgement of an error and correct response, the tutor error and correct response, the tutor comment also provides a reason why comment also provides a reason why the student’s answer was inappropriate. the student’s answer was inappropriate. There is an element of feed forward in There is an element of feed forward in category three comments. category three comments.

Depth of Feedback

Depth category 1 35%

Depth category 3

2%

Depth category 2

63%

Strategies for Strategies for improvementimprovement

Train Train tutorstutors to increase depth of to increase depth of feedback feedback andand instruct instruct studentsstudents in in how to use this form of feedback. how to use this form of feedback.

Support students in Support students in understanding language of understanding language of feedback feedback

Model answers ??? Cumulative Model answers ??? Cumulative marking schemes ??marking schemes ??

Raise level of communication Raise level of communication about feedback so that about feedback so that perceptions of tutors and students perceptions of tutors and students can be more closely aligned. can be more closely aligned.