Tag Archives: feed forward

251 – Peer-Support, Peer-Feedback and Self-Reflection in Assessment – Alison Purvis

Strand: Technology Enhanced Course

Anticipated outcomes: An approach to online peer-supported assessment will be presented and the value of peer-support and peer-feedback will be discussed.

Session outline (or abstract): Assessment is often the driving force for learning and student engagement (Taras 2002).  The alignment of learning activities to assessment outcomes can increase the perceived value of those activities. A level 6 blended learning module (Applied Physiology of Sport Performance, Department of Sport, Faculty of Health and Wellbeing), was developed from a “little-and-often” assessment model to a 2-task model in response to changes in assessment regulations and policies.  The regulatory changes allowed the module teaching team an opportunity to review of the learning, teaching and assessment strategy in the module and as a result significant changes were made to both delivery and methods of assessment. The place of the module within the course and the connections between students as members of a course were also considerations of the module redesign. One of the two assessment tasks was specifically designed to encourage both face-to-face and virtual connections between student course-mates.  A combination of face-to-face groups and online peer-support and feedback groups were implemented as mechanisms to engage the cohort of 74 students with assessment and to increase student collaboration and communication (Boud, Cohen and Sampson 1999).  Following the peer-support and feedback, students engaged in a reflection of their experience which was included within their assessment submission.  Towards the end of the module delivery, students were also asked for their feedback on the peer-support activity (38 responses).  The staff and student experience of the changes in learning, teaching and assessment in the module will be presented.

BOUD, David, COHEN, Ruth and SAMPSON, Jane (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24 (4), 413-416.

TARAS, Maddalena (2002). Using Assessment for Learning and Learning from Assessment. Assessment and Evaluation in Higher Education, 27 (6), 501-510.

Session activities for engagement: Opportunities for discussion will be encouraged during and following the presentation.

Click to view presentation:  251 Peer-Support & Self-reflection in Assessment

246 – Making Connections: Using technology to improve student engagement with feedback – Stuart Hepplestone, Helen Parkin

Making Connections: Using technology to improve student engagement with feedback

This paper will present the findings of a research study at SHU to identify technological interventions that might help students make connections between the feedback that they receive and their future learning. Using a qualitative approach, the study worked with ten tutors and twenty students. This was made up of four Level 5 cohorts (one from each faculty) including one module tutor and between three and six students, and an additional six tutors who taught on unrelated modules. The findings of the project cover each aspect of the assessment process from both the staff and student perspective including submission, giving and receiving feedback, storage and future use of feedback. In summary:

the process of submitting assignments should be easy and convenient, from anywhere and at anytime

any tool should embrace the current variety of feedback practice, yet achieve consistency in publishing feedback alongside the rest of the students’ learning materials

students store all their feedback in one place; there is a preference for hard copy because of circumstance, i.e. it is easier to print an electronic copy than to covert hard copy to an electronic format

students were more likely to look at and use feedback at the point of their next assignment if it is online

In light of these findings, a range of technological developments that might help students establish or better make connections between the feedback that they receive and future learning, including:

An end-to-end online marking experience that facilitates ease and efficiency of marking online.

An online assessment and feedback that enables students to store all feedback from all modules in one place alongside an assessment calendar, advice on how to use feedback effectively, space for action planning and dialogue around their feedback.

Please click to view presentation:  246 LT conf 2013 – making connections

2012 Understanding student learning from feedback

Stuart Hepplestone and Gladson Chikwa

The importance of feedback on student learning is universally accepted (e.g. Handley et al. 2011; Hattie and Timperley 2007). However do we know the practices that students use when using feedback effectively for future learning? It will be argued that the way students engage with feedback determines its utility (Handley et al. (ibid.)), a position consistent with Carless et al. (2010, p.396) when they advocate that, ‘the crux of the matter is how students interpret and use feedback’. 

A recent research project undertaken with a small number of undergraduate students at Sheffield Hallam University attempted to address this question. Using Tweets, reflective diaries and interviews, this longitudinal study encouraged the participants to articulate the strategies that students use at a subconscious level to manage their feedback. We were interested in the process that students use to engage with, act upon, store and recall their feedback, and the strategies that they use to feed forward into future learning and the connections they see between each learning activity and the curriculum as a whole. Attention was also drawn to the differences in how students interact with feedback delivered through existing technologies and different media.

This session will outline the background to the project and how the data was collected. Initial findings from the data will be shared on how students use feedback immediately after an assessment task, before their next assessment, between modules and years of study. We will discuss how we are aiming to make explicit the currently implicit processes that students use to deal with feedback. 

References:

Carless, D., Salter, D., Yang, M. and Lam, J. (2010). Developing sustainable feedback practices. Studies in Higher Education, 36 (4), 395-407. 

Handley, K., Price, M. and Millar, J. (2011). Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37 (4), 543-560.

Hattie, J. and Timperley, H. (2007). The power of feedback.Review of Educational Research, 77 (1), 81-112.

C6 – (EN34 and EN03) 14.20