Richard Oelmann, profile picture
Uploaded byRichard Oelmann
PPTX, PDF2,133 views

Effective feedback-RO-treforest

This document provides an overview of a presentation on delivering effective feedback. It discusses the importance of feedback in contributing to student learning. It outlines different types of feedback, such as formative versus summative and feedback versus feedforward. The presentation covers best practices for giving feedback, including timing, amount, mode, and content. Examples of effective feedback are presented. Strategies for engaging students with feedback from the Higher Education Academy are also discussed.

Downloaded 37 times
© University of South Wales Delivering Effective Feedback: While you are waiting… Cryptic towns: 1. What car? 2. Ostrich Stuck In Rabbit Warren 3. Ding Dong Quickly 4. How You Eat Dangerous Cheese
© University of South Wales Delivering Effective Feedback: Do’s and Don’ts for Feedback Richard Oelmann CELT Seminar (Pontypridd 29/2/16)
© University of South Wales Richard Oelmann • Centre for Excellence in Learning and Teaching • Senior Learning Technologist • Previously – taught on Primary Initial Teacher Training • Previously – Deputy Head Teacher
© University of South Wales Overview • Why give feedback • Types of feedback • Do’s and Don’ts when giving feedback • Examples of feedback content • 10 strategies to engage students with feedback by the HEA • Further reading
© University of South Wales What is feedback? • Any response you make to student's efforts eg  Marks/Grades  Written, annotations, comments  Face-face, oral • What about:  Facial expressions,  Tone of voice • Even failure to give feedback is a form of feedback
© University of South Wales What is feedback? Also: Students' reactions to our feedback can, in turn, serve as feedback to us.
© University of South Wales Types of feedback Feedback or Feedforward Feedback is sometimes distinguished from feedforward. – Feedback is intended to explain how a final grade was assigned – Feedforward is made earlier in the process and is intended to point student in the right direction for completion. However, there's nothing that says you can't include both types of information in any comments you make. Even grade- related comments are useful if they help the student to understand what to learn from the current assignment and how to do better in the next one.
© University of South Wales Types of feedback Formative or Summative Formative feedback is diagnostic information given before the work is completed. Like feedforward, it is intended to help the student revise and improve the work. Summative feedback is a final analysis of the work, on which final grades are based. It can also point toward improving future work of the same type.
© University of South Wales Why is feedback so important? • Contributes to learning - when it is noticed • Contributes even more to learning when the learner reflects on the lessons for next time • Advice originating from the student's own recent work is more likely to be given attention, understood and acted upon • Fuels constructive reflection by the learner.
© University of South Wales Why is feedback so important? Feedback to the students on their assignments is the single most powerful influence on student achievement. Gibbs and Simpson (2004) Importance and quality of feedback shows up on almost all student evaluations of teaching.
© University of South Wales Feedback from the student's perspective What seems very clear to a tutor is not always seen that way by the students. • Neha – Information value of feedback "I'm taking a course in writing, but the instructor's comments are all abbreviations! Like, what does 'AWK' mean, anyway? She gives me a grade, but I don't see where it came from. How can I do better if I don't understand?"
© University of South Wales Feedback from the student's perspective Jack – Diagnostic value of feedback "My instructor gives great feedback on our work. He has a list of common mistakes that tells us what do to about them. He uses the terms to mark. That way, I know how to correct my own mistakes." • Dan – The timing of feedback "I had an instructor who gave us assignments, but didn't give us feedback until it was too late. What good was that?! The instructor blamed it on having to check his marking with the course supervisor."
© University of South Wales Your personal context and characteristics • Are there colleagues with whom you need to be consistent? • What is your natural tendency as a feedback-giver? Is this kind of feedback always what is likely to help students the most?
© University of South Wales Quote This feedback felt that the work had really been looked at and evaluated personally. A student in Ribchester et al (2008) • Think about the times you have received feedback on your own work. • Was there a time when you found the feedback to be really helpful? Or unhelpful?
© University of South Wales Giving Effective Feedback The Do’s and Don’ts
© University of South Wales Timing
© University of South Wales Amount
© University of South Wales Mode
© University of South Wales Audience
© University of South Wales Choosing feedback content Choosing the content of your feedback involves choices about: • Focus, • Comparison, • Function, and • Valence – how things all tie together.
© University of South Wales Focus
© University of South Wales Comparison
© University of South Wales Function
© University of South Wales Valence
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales Examples of feedback contact
© University of South Wales How to know if your feedback is good? Student response is the criterion against which you can evaluate your own feedback. Your feedback is good if: • Your students do learn—their work does improve. • Your students become more motivated—they believe they can learn, they want to learn, and they take more control over their own learning. • Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.
© University of South Wales 10 strategies to engage students with feedback by the HEA www.heacademy.ac.uk/resource/feedback- toolkit-10-strategies-engage-students-feedback https://
© University of South Wales HEA – 10 Strategies  Make it worth their while  Build activities focussing on feedback into class/tutorial time  Be seen to monitor whether students are reading and acting on feedback  Involve students in actively doing something with feedback  Give audio feedback, with marks at the end
© University of South Wales HEA – 10 Strategies  Give feedback without, or before, marks  Embed dialogue with students as part of the feedback process  Let feedback from one stage of an assessment feed into the next  Make sure your feedback is worth reading  Make sure your feedback is high profile
© University of South Wales Thank you http://celt.southwales.ac.uk/does/af/ www.slideshare.net/RichardOelmann
© University of South Wales Feedback content – Focus – Notes (Not for screen presentation)
© University of South Wales Further Reading • HEA Feedback Toolkit https://www.epigeum.com/downloads/uct_accessible/us/06_m ark/html/course_files/3_10.html • Feedback Toolkit: 10 feedback resources for your students https://www.heacademy.ac.uk/sites/default/files/resources/10_ feedback_resources_for_your_students2.pdf
© University of South Wales References • How to Give Effective Feedback to Your Students by Susan M. Brookhart Chapter 2. Types of Feedback and Their Purposes • Marking, grading and giving feedback to students; giving students feedback https://www.epigeum.com/downloads/uct_accessible/us/06_ mark/html/course_files/3_10.html • The Higher Education Academy – Assessment and Feedback
© University of South Wales Feedback about the task - Notes Feedback about the task includes information about errors—whether something is correct or incorrect. Feedback about the task also includes information about the depth or quality of the work, often against criteria that are either explicit (for example, criteria from a scoring rubric) or implicit in the assignment (for example, a written assignment should be well written). Feedback about the task may include a need for more information (for example, "You should include more information about the First Continental Congress in this report"). Feedback about the task can also include information about neatness or format. Feedback about the task has been found to be more powerful when it corrects misconceptions than when it alerts students to lack of information (Hattie & Timperley, 2007). If a student doesn't know something, further instruction is more powerful than feedback. One problem with feedback about the task is that it may not transfer to other tasks because it is specific to the particular assignment. In that sense, although it contributes to better learning for the task at hand, task feedback does not contribute to further learning as much as the second type, feedback about the process used to do the task.
© University of South Wales Feedback about the process - Notes Feedback about process gives students information about how they approached the task, information about the relationship between what they did and the quality of their performance, and information about possible alternative strategies that would also be useful. Some successful learners are able to translate feedback about the task into feedback about the process. That is, given outcome feedback (knowledge of results), they can generate their own cognitive feedback (linking characteristics of the task and their process with those results)(Butler & Winne, 1995). In effect, when teachers give feedback about the process, they are scaffolding this kind of transfer for all students. This is a very powerful way to address the needs of all students, helping them to acquire this "learning how to learn" skill. (See Chapter 7 for more about this.)
© University of South Wales Feedback about self-regulation - Notes Self-regulation is the process students use to monitor and control their own learning. Self-regulation can lead to students seeking, accepting, and acting on feedback information—or not. Effective learners create internal routines that include figuring out when they need more information, or an assessment or suggestions, and strategies for getting this feedback. Less effective learners depend more on external factors, such as whether the teacher decides to give any feedback on this or that assignment, for their information. Students are more willing to expend effort in getting and dealing with feedback if they have confidence in themselves as learners, called self-efficacy, and confidence that the information will be useful and thus worth the effort. Therefore, feedback about self-regulation is effective to the degree that it enhances self-efficacy.
© University of South Wales Feedback about the person - Notes Feedback about the person ("Smart girl!") is generally not a good idea, for two reasons. First, it doesn't contain information that can be used for further learning, so it's not formative. Second, and more insidious, feedback about the person can contribute to students believing that intelligence is fixed. This implies that achievement is something beyond the student's control. The belief that intelligence is fixed removes the connection between student effort and achievement (Dweck, 2007). It leads to a kind of academic fatalism. In contrast, feedback about the processes students use to do their work fosters the belief that achievement is related to specific strategies, specific kinds of effort that are under the student's control, and not to innate ability. This is not only better for learning—it's true! Figure 2.6 presents examples of good and bad choices about the focus of feedback.
© University of South Wales HEA 10 things - Notes
© University of South Wales Make it worth their while! • This presents a strategy which aims to engage students in self-assessment and thereby develop their ability to make informed judgements on their own work. • The strategy involves giving feedback without marks, and suggests an interesting approach to motivate students to engage in critical reading of the feedback you have given as they may be able to gain a few more marks in the process. • Phil Race is confident that engaging students in critical reading of feedback means that most students will self- assess to a mark which is within 5% of the tutor mark, but the strategy could be time-consuming if a significant number of students had guesstimated marks are outside these parameters. Nevertheless, it is an interesting approach, and one that is probably worth a try. – Enabling and Motivating Student Self-Assessment - Phil Race, Smart Feedback
© University of South Wales Build activities focussing on feedback into class - or tutorial - time • Students are encouraged to draw on the feedback received to identify their: – Strengths - 'the things that you did well and that you can continue to do in future assessments' – Needs - 'things that you think you need to do before the next assessment to give you the best chance of improving your marks' – Opportunities - ' things that you got wrong or missed that could have helped you to gain more marks' and – Barriers - 'what you think could make it difficult to do the extra things you think necessary'. (Sykes, A.E., 2010, p.9) • They are encouraged to build the points emerging from this into an Action Plan for future development. • It can be found at: – SNOB Analysis - University of Salford - http://www.careers.salford.ac.uk/cms/resources/uploads/File/ Making%20the%20most%20of%20Feedback(1).pdf - page 9
© University of South Wales Be seen to monitor whether students are reading and acting on Feedback • The strategy gives students a specific reason to look at and read the feedback they receive, and to work with key guidance for improvement from one assignment to improve their work on the next. In this way FeedBACK is turned into FeedFORWARD. • The expectation to comment on progress made in attempting to improve on each of their chosen points, students are encouraged to be self-critical and to evaluate their own progress. • By commenting on the points raised, and responding to students’ self-evaluation, within your next feedback, you place value on their engagement in the task of acting on feedback and are seen to be ‘monitoring’ their involvement.
© University of South Wales Involve students in actively doing something with the feedback • Don't just assume that students know what to DO with their feedback comments; ensure that they know how to use them to enhance their learning: • encourage reflection on what the feedback means and how they can act on advice; • encourage students to compare tutor feedback with their own impression of their work; • involve students in evaluating their next assignment using points arising in previous feedback; • develop Action Plans. • An example Feedback Action Plan can be found in; Race, P. (2008) Building on feedback: document adapted from ‘How to Get a Good Degree: 2nd edition and ‘How to Study’ published by Blackwell in 2003. Available online from: http://phil-race.co.uk/students/
© University of South Wales Give audio feedback, with the marks at the end • Students have been shown to respond well to audio feedback - in pilots they have reported that they find it more personal, more detailed, and expressed in a way that it makes it easier to understand what is being said about their work. There are reports that students are altogether more likely to listen to feedback than to read feedback, and to return to the same piece of feedback more frequently when it is audio feedback. • Thus some experience suggests that just by giving recorded audio feedback, students are more likely to pay attention. However, another strategy which can be incorporated is to keep the actual mark for the work until sometime towards the end of the audio feedback, so that they have to listen through to find out their grade.
© University of South Wales Give feedback without, or before, marks • 'If the mark is good, they smile and file ... If it’s low, they frown and bin it' (Race, P. 2012) • If feedback is given by itself, without, or ahead of, the mark, there is a strong probability that this will encourage them to read the feedback as the only way to get a sense of how well they have achieved. One 'window' might be between your initial marking of the work and the completion of the full moderation process of second marking and scrutiny by the External Examiner. • Could your initial feedback be given immediately to students, clearly flagged as provisional feedback, before the final results are released? • A more extended strategy involves building reflection n feedback into the process by which students receive their marks: • University of Westminster (2010) Case study 8: Reflecting on feedback, in Effective Assessment in a Digital Age, JISC. Available online at: http://www.jisc.ac.uk/media/documents/programmes/elearning/digi assess_rereflectingfdback.pdf
© University of South Wales Embed some dialogue with students within your feedback process • Traditionally feedback can feel like something which is done TO students; tutors write feedback which is given to students as passive recipients, a process which does not empower or engage students, especially when combined with the difficulties they may have in understanding the feedback we write. The NUS is in favour of strategies in which we ask students to indicate what aspect of their work they would like feedback on, and include reference to this within our comments. • To do this, encourage students to think about feedback IN ADVANCE and target your feedback accordingly - when they submit an assessment ask them to: – either indicate what they would like feedback on, which may be an academic skill (e.g. structure of argument) they are trying to develop; – or to indicate what aspects of an assessment they found difficult. • However, it will also be important to draw attention to key issues in the work which they may have missed. (Irons 2007, p.76).
© University of South Wales Let feedback from one stage of an assessment feed into the next • Within some courses, there is a tradition of assessing only by one long assignment at the end of a module. Given the length of time between assignment submission and completion of the university moderation processes, there can be some considerable delay before students receive 5 • their feedback, their attention may have moved on, and the assignment feedback may no longer feel relevant. • This can be tackled by the use of two-stage assignments in which both stages 'count' but where feedback from Stage 1 feeds into the work for Stage 2. Students will at least then read the feedback for Stage 1, and hopefully act on it. Having done so, they will hopefully see the value also of reading the feedback for stage 2.
© University of South Wales Make sure your feedback is worth reading! • Throughout this Feedback Toolkit, various features of Effective Feedback are explored. Have a look at those, and try to make sure your feedback reflects as many as possible of such features. For an overview, visit the page 'What makes feedback effective?' • Listen to student views of what they do and do not find useful in feedback - a good overview is found in the Higher Education Academy video in which students discuss their experiences of feedback - Avaliable online at: http://vimeo.com/channels/154640/9319496
© University of South Wales Make sure your feedback is high profile • One of the findings emerging from the current focus on feedback is that students do not always recognise the different forms of feedback that teachers provide. So, when giving or discussing feedback, in tutorials, in class, in email or online forum discussion, don't be afraid to say "This is Feedback!" • Similarly, if it is not yet normal practice where you work, explore whether it would be possible to send students their feedback by email. They are much more likely to read the feedback if it is PUSHED to them than if they have to seek it out and collect it.

More Related Content

PPTX
AfL - Effective Feedback
bycaldiesschool
 
PPTX
Changing the assessment narrative
byTansy Jessop
 
PPTX
Feedback that moves learning forward
byjcbrignell
 
PPTX
Six steps to excellent coaching
byBilly Cometti
 
PPT
TAS DET SShelton
byaades.darwin
 
PDF
Studying learning journeys with lecture capture through Staff-Student partner...
byKarl Luke
 
PPTX
MSEA: Assessment for ALL Learners
byEliLuce
 
PDF
ABLE - course leaders conference 2017 - Taking the next steps to support low ...
byEd Foster
 
AfL - Effective Feedback
bycaldiesschool
 
Changing the assessment narrative
byTansy Jessop
 
Feedback that moves learning forward
byjcbrignell
 
Six steps to excellent coaching
byBilly Cometti
 
TAS DET SShelton
byaades.darwin
 
Studying learning journeys with lecture capture through Staff-Student partner...
byKarl Luke
 
MSEA: Assessment for ALL Learners
byEliLuce
 
ABLE - course leaders conference 2017 - Taking the next steps to support low ...
byEd Foster
 

What's hot

PPT
Teacher assistants term 4 presentation
byMoniDonaldson
 
PPTX
Instructional Feedback
byCathryn Monroe
 
PPTX
TA Training
byAmjad Ali
 
PDF
How To Give Feedback After an Assessment
byMariaCarmela14
 
PPTX
Outstanding Marking and Feedback 14 April 2015
byrvhstl
 
PDF
Teaching assistant
byFuzailAhmed25
 
PPTX
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...
byCengage Learning
 
PPTX
Dispelling myths; challenging traditions: TESTA evidence
byTansy Jessop
 
PPTX
Assessment Careers: Enhancing learning pathways through assessment
byCentre for Distance Education
 
PPT
Observations And Evaluations
bysower
 
PPTX
Pbs In A Nutshell
byGloria Wright
 
PPT
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...
byRobert M. Kurland, Ph.D.
 
PPTX
Academic Recovery: Designing a Seminar to Support Students on Probation
byMike Dial
 
PPTX
Academic Recovery: Designing Intervention Seminars for Students on Probation
byMike Dial
 
PDF
Formative assessment
bymylearningspringboard
 
PPTX
Classroom Management Strategies for Keeping Students Focused and On Task
byDavid O. Saenz PhD, EdM, LLC (Licensed Psychologist)
 
PPTX
From Principle to Practice
byMike Tyler
 
PPT
Learnfromstudents11s ross
byAdria Kempner
 
PDF
ABLE - EFYE 2018 induction paper
byEd Foster
 
PPT
Classroom management
bySteve Vitto
 
Teacher assistants term 4 presentation
byMoniDonaldson
 
Instructional Feedback
byCathryn Monroe
 
TA Training
byAmjad Ali
 
How To Give Feedback After an Assessment
byMariaCarmela14
 
Outstanding Marking and Feedback 14 April 2015
byrvhstl
 
Teaching assistant
byFuzailAhmed25
 
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...
byCengage Learning
 
Dispelling myths; challenging traditions: TESTA evidence
byTansy Jessop
 
Assessment Careers: Enhancing learning pathways through assessment
byCentre for Distance Education
 
Observations And Evaluations
bysower
 
Pbs In A Nutshell
byGloria Wright
 
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...
byRobert M. Kurland, Ph.D.
 
Academic Recovery: Designing a Seminar to Support Students on Probation
byMike Dial
 
Academic Recovery: Designing Intervention Seminars for Students on Probation
byMike Dial
 
Formative assessment
bymylearningspringboard
 
Classroom Management Strategies for Keeping Students Focused and On Task
byDavid O. Saenz PhD, EdM, LLC (Licensed Psychologist)
 
From Principle to Practice
byMike Tyler
 
Learnfromstudents11s ross
byAdria Kempner
 
ABLE - EFYE 2018 induction paper
byEd Foster
 
Classroom management
bySteve Vitto
 

Viewers also liked

KEY
Effective Feedback
byTe Aho o Te Kura Pounamu - The Correspondence School
 
PPT
Giving Effective Feedback.ppt
byJohnny Schaefer
 
PPT
Assessment for learning
byKate Scott
 
PPTX
Feedback
byimporterss
 
PPT
The Art of Giving and Receiving Feedback
byGovLoop
 
PPT
10 steps in giving effective Feedback
byTrainers Advice
 
PPTX
Internship final presentation
byMeme Whisper
 
PPTX
Feedback and feed forward
byRichard Farr
 
PPTX
Feedback / Geribildirim
byMine Albayrak
 
PDF
Does your feedback feed forward?
byEddy White, Ph.D.
 
PPTX
Marshall Goldsmith Presentation
byMike Cilla
 
PDF
Feed Forward
byThe Proteus Organisation
 
PDF
Don't Manage, Coach! - Marshall Goldsmith
byWork.com - A Salesforce Company
 
PDF
Feed forward exercise
byFrank Calberg
 
PPTX
Feedback and feed forward
byBeatrice McGoverne
 
PPTX
Final Presentation for Internship
byjnwashburn
 
PDF
Feedback & feedforward
byLedarskapscentrum
 
PDF
Feedforward Presentation to the University of Illinois
byAmber
 
PDF
Feedforward Workshop with the University of Illinois
byAmber
 
Effective Feedback
byTe Aho o Te Kura Pounamu - The Correspondence School
 
Giving Effective Feedback.ppt
byJohnny Schaefer
 
Assessment for learning
byKate Scott
 
Feedback
byimporterss
 
The Art of Giving and Receiving Feedback
byGovLoop
 
10 steps in giving effective Feedback
byTrainers Advice
 
Internship final presentation
byMeme Whisper
 
Feedback and feed forward
byRichard Farr
 
Feedback / Geribildirim
byMine Albayrak
 
Does your feedback feed forward?
byEddy White, Ph.D.
 
Marshall Goldsmith Presentation
byMike Cilla
 
Feed Forward
byThe Proteus Organisation
 
Don't Manage, Coach! - Marshall Goldsmith
byWork.com - A Salesforce Company
 
Feed forward exercise
byFrank Calberg
 
Feedback and feed forward
byBeatrice McGoverne
 
Final Presentation for Internship
byjnwashburn
 
Feedback & feedforward
byLedarskapscentrum
 
Feedforward Presentation to the University of Illinois
byAmber
 
Feedforward Workshop with the University of Illinois
byAmber
 

Similar to Effective feedback-RO-treforest

PPTX
Effective feedback ro
byRichard Oelmann
 
PPTX
June 28 2020 hc08 unit 4 feedback
byRamaswamy Balakrishnan
 
PPTX
Giving and Receiving Constructive Feedback Powerpoint
byhortykim
 
PDF
I’ll tell you mine if you tell me yours feedback workshop
byLeena Youssefi
 
PDF
PPT NI BELL111111111111111111111111E.pdf
byRoldanVillena
 
PPTX
REPORT-ABOUT-CHAPTER-8.pptx
byEmilJohnLatosa
 
PDF
Elaine Boyd: Feedback from the Perspective of the Learner
byeaquals
 
PPT
Feedback to Students
byCALT
 
PPTX
The art of effective feedback
bySargodhains' Institute for Professional Development
 
PPTX
Review of Assessment and Feedback Literature for HEA sponsored seminar
byr_ajjawi
 
PPTX
Lecture notes 3
byAn Nguyen
 
PPTX
5_KRS_.pptxj jjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjj
bychuckbartowski0675
 
PDF
Giving Students Effective Written Feedback Deirdre Burke Jackie Pieterick
bysweletornes
 
PPT
Assessment in he 2014 webinar 5
byRachel Forsyth
 
PPT
Principles of Assessment - Best Practice
bydrdjwalker
 
PPT
2139EPS Technology Education 09S2L11
byJason Zagami
 
PPTX
Assessing learning outcomes in classroom
byFathimaHazrah
 
PPTX
App pgr workshop3
bysarahattersley
 
PPTX
JED 422 DL session 5
byLondon School of Economics
 
PPTX
Pp feedbac kpresbanyulenetworkversion3
bythsieh
 
Effective feedback ro
byRichard Oelmann
 
June 28 2020 hc08 unit 4 feedback
byRamaswamy Balakrishnan
 
Giving and Receiving Constructive Feedback Powerpoint
byhortykim
 
I’ll tell you mine if you tell me yours feedback workshop
byLeena Youssefi
 
PPT NI BELL111111111111111111111111E.pdf
byRoldanVillena
 
REPORT-ABOUT-CHAPTER-8.pptx
byEmilJohnLatosa
 
Elaine Boyd: Feedback from the Perspective of the Learner
byeaquals
 
Feedback to Students
byCALT
 
The art of effective feedback
bySargodhains' Institute for Professional Development
 
Review of Assessment and Feedback Literature for HEA sponsored seminar
byr_ajjawi
 
Lecture notes 3
byAn Nguyen
 
5_KRS_.pptxj jjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjjj
bychuckbartowski0675
 
Giving Students Effective Written Feedback Deirdre Burke Jackie Pieterick
bysweletornes
 
Assessment in he 2014 webinar 5
byRachel Forsyth
 
Principles of Assessment - Best Practice
bydrdjwalker
 
2139EPS Technology Education 09S2L11
byJason Zagami
 
Assessing learning outcomes in classroom
byFathimaHazrah
 
App pgr workshop3
bysarahattersley
 
JED 422 DL session 5
byLondon School of Economics
 
Pp feedbac kpresbanyulenetworkversion3
bythsieh
 

More from Richard Oelmann

PPTX
Developing innovative assessment
byRichard Oelmann
 
PDF
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
byRichard Oelmann
 
PDF
Assessment for learning policy ro
byRichard Oelmann
 
PDF
Developing innovative assessment
byRichard Oelmann
 
PDF
Assessment and feedback lecture
byRichard Oelmann
 
PPTX
Achieving constructive alignment
byRichard Oelmann
 
ODP
Strategic enhancement group presentation
byRichard Oelmann
 
PDF
Moodle Moot IE/UK 2017 Creating a child theme for Boost
byRichard Oelmann
 
PDF
Hea fellow app
byRichard Oelmann
 
PDF
Flipped classroom1
byRichard Oelmann
 
PDF
If This Then What
byRichard Oelmann
 
PDF
MoodleMoot19 Electronic Management of Assessment
byRichard Oelmann
 
PPTX
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 
PPTX
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 
PPTX
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 
Developing innovative assessment
byRichard Oelmann
 
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
byRichard Oelmann
 
Assessment for learning policy ro
byRichard Oelmann
 
Developing innovative assessment
byRichard Oelmann
 
Assessment and feedback lecture
byRichard Oelmann
 
Achieving constructive alignment
byRichard Oelmann
 
Strategic enhancement group presentation
byRichard Oelmann
 
Moodle Moot IE/UK 2017 Creating a child theme for Boost
byRichard Oelmann
 
Hea fellow app
byRichard Oelmann
 
Flipped classroom1
byRichard Oelmann
 
If This Then What
byRichard Oelmann
 
MoodleMoot19 Electronic Management of Assessment
byRichard Oelmann
 
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 
Moodle moot15 presentation richardoelmann
byRichard Oelmann
 

Recently uploaded

PPTX
DepEd_ARAL_Program_Orientation FINAL COPY.pptx
byAljohnEspejo1
 
PPTX
THERAPEUTIC COMMUNICATION for 2nd year GNM, 2ND YEAR P.B.B.SC NSG, 5TH SEM B....
byparmarjuli1412
 
PDF
Unit - I Communication Skills. B.pharmacy and D. Pharmacy
bySayyadTarannum
 
PPTX
Nasopulmonary drug delivery system Pradip Sontakke
byDrxpradipPatil
 
PDF
JRF Plant Science Syllabus | Complete Unit-Wise Discussion & Preparation Stra...
bySatyam Sharma
 
PDF
JRF Plant Science Preparation Strategy by Experts | Complete Syllabus Discuss...
bySatyam Sharma
 
PPTX
LESSON 1.pptx///////////////////////////////
byRoseAnnUsana
 
PPTX
Overview of Uploading a bill in Odoo 19
byCeline George
 
PPTX
Warehouse in Traceability Report - Odoo 19
byCeline George
 
PDF
Energy Topics For All Student by LDM MIA
byLDMMIA, Reiki Yoga
 
PDF
Rise of Magadh under Haryanka, Shishunaga and Nanda dynasties
byPrachiSontakke5
 
PPTX
Unit 3-proteins.pptx....................
byAkanksha Kotangale
 
PDF
2025-11-02 - AQSE - Qiskit Fall Fest - IIT-Guwahati.pdf
byAritra Sarkar
 
PDF
Genetic Erosion in Crop Plants: Causes, Consequences, and Conservation Strate...
bySatyam Sharma
 
PDF
Plant Germplasm: The Foundation of Crop Breeding, Genetic Diversity and Food ...
bySatyam Sharma
 
PPT
Layers of the Earth crust and Lithosphere.ppt
bybonpat1954
 
PPTX
How to Get Ahead in Marketing: Insights for University Students
byCareLineLive
 
PPTX
History in your Hands Class 2 November 2025.pptx
byEilsONeill
 
PDF
BP605 T PHARMACEUTICAL BIOTECHNOLOGY UNIT 3 PART 1
byRushiMandali
 
PDF
ENVIRONMENTAL SERVICES PROVIDERS ASSOCIATION.pdf
bynservice241
 
DepEd_ARAL_Program_Orientation FINAL COPY.pptx
byAljohnEspejo1
 
THERAPEUTIC COMMUNICATION for 2nd year GNM, 2ND YEAR P.B.B.SC NSG, 5TH SEM B....
byparmarjuli1412
 
Unit - I Communication Skills. B.pharmacy and D. Pharmacy
bySayyadTarannum
 
Nasopulmonary drug delivery system Pradip Sontakke
byDrxpradipPatil
 
JRF Plant Science Syllabus | Complete Unit-Wise Discussion & Preparation Stra...
bySatyam Sharma
 
JRF Plant Science Preparation Strategy by Experts | Complete Syllabus Discuss...
bySatyam Sharma
 
LESSON 1.pptx///////////////////////////////
byRoseAnnUsana
 
Overview of Uploading a bill in Odoo 19
byCeline George
 
Warehouse in Traceability Report - Odoo 19
byCeline George
 
Energy Topics For All Student by LDM MIA
byLDMMIA, Reiki Yoga
 
Rise of Magadh under Haryanka, Shishunaga and Nanda dynasties
byPrachiSontakke5
 
Unit 3-proteins.pptx....................
byAkanksha Kotangale
 
2025-11-02 - AQSE - Qiskit Fall Fest - IIT-Guwahati.pdf
byAritra Sarkar
 
Genetic Erosion in Crop Plants: Causes, Consequences, and Conservation Strate...
bySatyam Sharma
 
Plant Germplasm: The Foundation of Crop Breeding, Genetic Diversity and Food ...
bySatyam Sharma
 
Layers of the Earth crust and Lithosphere.ppt
bybonpat1954
 
How to Get Ahead in Marketing: Insights for University Students
byCareLineLive
 
History in your Hands Class 2 November 2025.pptx
byEilsONeill
 
BP605 T PHARMACEUTICAL BIOTECHNOLOGY UNIT 3 PART 1
byRushiMandali
 
ENVIRONMENTAL SERVICES PROVIDERS ASSOCIATION.pdf
bynservice241
 

Effective feedback-RO-treforest

  • 1.
    © University ofSouth Wales Delivering Effective Feedback: While you are waiting… Cryptic towns: 1. What car? 2. Ostrich Stuck In Rabbit Warren 3. Ding Dong Quickly 4. How You Eat Dangerous Cheese
  • 2.
    © University ofSouth Wales Delivering Effective Feedback: Do’s and Don’ts for Feedback Richard Oelmann CELT Seminar (Pontypridd 29/2/16)
  • 3.
    © University ofSouth Wales Richard Oelmann • Centre for Excellence in Learning and Teaching • Senior Learning Technologist • Previously – taught on Primary Initial Teacher Training • Previously – Deputy Head Teacher
  • 4.
    © University ofSouth Wales Overview • Why give feedback • Types of feedback • Do’s and Don’ts when giving feedback • Examples of feedback content • 10 strategies to engage students with feedback by the HEA • Further reading
  • 5.
    © University ofSouth Wales What is feedback? • Any response you make to student's efforts eg  Marks/Grades  Written, annotations, comments  Face-face, oral • What about:  Facial expressions,  Tone of voice • Even failure to give feedback is a form of feedback
  • 6.
    © University ofSouth Wales What is feedback? Also: Students' reactions to our feedback can, in turn, serve as feedback to us.
  • 7.
    © University ofSouth Wales Types of feedback Feedback or Feedforward Feedback is sometimes distinguished from feedforward. – Feedback is intended to explain how a final grade was assigned – Feedforward is made earlier in the process and is intended to point student in the right direction for completion. However, there's nothing that says you can't include both types of information in any comments you make. Even grade- related comments are useful if they help the student to understand what to learn from the current assignment and how to do better in the next one.
  • 8.
    © University ofSouth Wales Types of feedback Formative or Summative Formative feedback is diagnostic information given before the work is completed. Like feedforward, it is intended to help the student revise and improve the work. Summative feedback is a final analysis of the work, on which final grades are based. It can also point toward improving future work of the same type.
  • 9.
    © University ofSouth Wales Why is feedback so important? • Contributes to learning - when it is noticed • Contributes even more to learning when the learner reflects on the lessons for next time • Advice originating from the student's own recent work is more likely to be given attention, understood and acted upon • Fuels constructive reflection by the learner.
  • 10.
    © University ofSouth Wales Why is feedback so important? Feedback to the students on their assignments is the single most powerful influence on student achievement. Gibbs and Simpson (2004) Importance and quality of feedback shows up on almost all student evaluations of teaching.
  • 11.
    © University ofSouth Wales Feedback from the student's perspective What seems very clear to a tutor is not always seen that way by the students. • Neha – Information value of feedback "I'm taking a course in writing, but the instructor's comments are all abbreviations! Like, what does 'AWK' mean, anyway? She gives me a grade, but I don't see where it came from. How can I do better if I don't understand?"
  • 12.
    © University ofSouth Wales Feedback from the student's perspective Jack – Diagnostic value of feedback "My instructor gives great feedback on our work. He has a list of common mistakes that tells us what do to about them. He uses the terms to mark. That way, I know how to correct my own mistakes." • Dan – The timing of feedback "I had an instructor who gave us assignments, but didn't give us feedback until it was too late. What good was that?! The instructor blamed it on having to check his marking with the course supervisor."
  • 13.
    © University ofSouth Wales Your personal context and characteristics • Are there colleagues with whom you need to be consistent? • What is your natural tendency as a feedback-giver? Is this kind of feedback always what is likely to help students the most?
  • 14.
    © University ofSouth Wales Quote This feedback felt that the work had really been looked at and evaluated personally. A student in Ribchester et al (2008) • Think about the times you have received feedback on your own work. • Was there a time when you found the feedback to be really helpful? Or unhelpful?
  • 15.
    © University ofSouth Wales Giving Effective Feedback The Do’s and Don’ts
  • 16.
    © University ofSouth Wales Timing
  • 17.
    © University ofSouth Wales Amount
  • 18.
    © University ofSouth Wales Mode
  • 19.
    © University ofSouth Wales Audience
  • 20.
    © University ofSouth Wales Choosing feedback content Choosing the content of your feedback involves choices about: • Focus, • Comparison, • Function, and • Valence – how things all tie together.
  • 21.
    © University ofSouth Wales Focus
  • 22.
    © University ofSouth Wales Comparison
  • 23.
    © University ofSouth Wales Function
  • 24.
    © University ofSouth Wales Valence
  • 25.
    © University ofSouth Wales Examples of feedback contact
  • 26.
    © University ofSouth Wales Examples of feedback contact
  • 27.
    © University ofSouth Wales Examples of feedback contact
  • 28.
    © University ofSouth Wales Examples of feedback contact
  • 29.
    © University ofSouth Wales Examples of feedback contact
  • 30.
    © University ofSouth Wales Examples of feedback contact
  • 31.
    © University ofSouth Wales Examples of feedback contact
  • 32.
    © University ofSouth Wales Examples of feedback contact
  • 33.
    © University ofSouth Wales Examples of feedback contact
  • 34.
    © University ofSouth Wales Examples of feedback contact
  • 35.
    © University ofSouth Wales How to know if your feedback is good? Student response is the criterion against which you can evaluate your own feedback. Your feedback is good if: • Your students do learn—their work does improve. • Your students become more motivated—they believe they can learn, they want to learn, and they take more control over their own learning. • Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.
  • 36.
    © University ofSouth Wales 10 strategies to engage students with feedback by the HEA www.heacademy.ac.uk/resource/feedback- toolkit-10-strategies-engage-students-feedback https://
  • 37.
    © University ofSouth Wales HEA – 10 Strategies  Make it worth their while  Build activities focussing on feedback into class/tutorial time  Be seen to monitor whether students are reading and acting on feedback  Involve students in actively doing something with feedback  Give audio feedback, with marks at the end
  • 38.
    © University ofSouth Wales HEA – 10 Strategies  Give feedback without, or before, marks  Embed dialogue with students as part of the feedback process  Let feedback from one stage of an assessment feed into the next  Make sure your feedback is worth reading  Make sure your feedback is high profile
  • 39.
    © University ofSouth Wales Thank you http://celt.southwales.ac.uk/does/af/ www.slideshare.net/RichardOelmann
  • 40.
    © University ofSouth Wales Feedback content – Focus – Notes (Not for screen presentation)
  • 41.
    © University ofSouth Wales Further Reading • HEA Feedback Toolkit https://www.epigeum.com/downloads/uct_accessible/us/06_m ark/html/course_files/3_10.html • Feedback Toolkit: 10 feedback resources for your students https://www.heacademy.ac.uk/sites/default/files/resources/10_ feedback_resources_for_your_students2.pdf
  • 42.
    © University ofSouth Wales References • How to Give Effective Feedback to Your Students by Susan M. Brookhart Chapter 2. Types of Feedback and Their Purposes • Marking, grading and giving feedback to students; giving students feedback https://www.epigeum.com/downloads/uct_accessible/us/06_ mark/html/course_files/3_10.html • The Higher Education Academy – Assessment and Feedback
  • 43.
    © University ofSouth Wales Feedback about the task - Notes Feedback about the task includes information about errors—whether something is correct or incorrect. Feedback about the task also includes information about the depth or quality of the work, often against criteria that are either explicit (for example, criteria from a scoring rubric) or implicit in the assignment (for example, a written assignment should be well written). Feedback about the task may include a need for more information (for example, "You should include more information about the First Continental Congress in this report"). Feedback about the task can also include information about neatness or format. Feedback about the task has been found to be more powerful when it corrects misconceptions than when it alerts students to lack of information (Hattie & Timperley, 2007). If a student doesn't know something, further instruction is more powerful than feedback. One problem with feedback about the task is that it may not transfer to other tasks because it is specific to the particular assignment. In that sense, although it contributes to better learning for the task at hand, task feedback does not contribute to further learning as much as the second type, feedback about the process used to do the task.
  • 44.
    © University ofSouth Wales Feedback about the process - Notes Feedback about process gives students information about how they approached the task, information about the relationship between what they did and the quality of their performance, and information about possible alternative strategies that would also be useful. Some successful learners are able to translate feedback about the task into feedback about the process. That is, given outcome feedback (knowledge of results), they can generate their own cognitive feedback (linking characteristics of the task and their process with those results)(Butler & Winne, 1995). In effect, when teachers give feedback about the process, they are scaffolding this kind of transfer for all students. This is a very powerful way to address the needs of all students, helping them to acquire this "learning how to learn" skill. (See Chapter 7 for more about this.)
  • 45.
    © University ofSouth Wales Feedback about self-regulation - Notes Self-regulation is the process students use to monitor and control their own learning. Self-regulation can lead to students seeking, accepting, and acting on feedback information—or not. Effective learners create internal routines that include figuring out when they need more information, or an assessment or suggestions, and strategies for getting this feedback. Less effective learners depend more on external factors, such as whether the teacher decides to give any feedback on this or that assignment, for their information. Students are more willing to expend effort in getting and dealing with feedback if they have confidence in themselves as learners, called self-efficacy, and confidence that the information will be useful and thus worth the effort. Therefore, feedback about self-regulation is effective to the degree that it enhances self-efficacy.
  • 46.
    © University ofSouth Wales Feedback about the person - Notes Feedback about the person ("Smart girl!") is generally not a good idea, for two reasons. First, it doesn't contain information that can be used for further learning, so it's not formative. Second, and more insidious, feedback about the person can contribute to students believing that intelligence is fixed. This implies that achievement is something beyond the student's control. The belief that intelligence is fixed removes the connection between student effort and achievement (Dweck, 2007). It leads to a kind of academic fatalism. In contrast, feedback about the processes students use to do their work fosters the belief that achievement is related to specific strategies, specific kinds of effort that are under the student's control, and not to innate ability. This is not only better for learning—it's true! Figure 2.6 presents examples of good and bad choices about the focus of feedback.
  • 47.
    © University ofSouth Wales HEA 10 things - Notes
  • 48.
    © University ofSouth Wales Make it worth their while! • This presents a strategy which aims to engage students in self-assessment and thereby develop their ability to make informed judgements on their own work. • The strategy involves giving feedback without marks, and suggests an interesting approach to motivate students to engage in critical reading of the feedback you have given as they may be able to gain a few more marks in the process. • Phil Race is confident that engaging students in critical reading of feedback means that most students will self- assess to a mark which is within 5% of the tutor mark, but the strategy could be time-consuming if a significant number of students had guesstimated marks are outside these parameters. Nevertheless, it is an interesting approach, and one that is probably worth a try. – Enabling and Motivating Student Self-Assessment - Phil Race, Smart Feedback
  • 49.
    © University ofSouth Wales Build activities focussing on feedback into class - or tutorial - time • Students are encouraged to draw on the feedback received to identify their: – Strengths - 'the things that you did well and that you can continue to do in future assessments' – Needs - 'things that you think you need to do before the next assessment to give you the best chance of improving your marks' – Opportunities - ' things that you got wrong or missed that could have helped you to gain more marks' and – Barriers - 'what you think could make it difficult to do the extra things you think necessary'. (Sykes, A.E., 2010, p.9) • They are encouraged to build the points emerging from this into an Action Plan for future development. • It can be found at: – SNOB Analysis - University of Salford - http://www.careers.salford.ac.uk/cms/resources/uploads/File/ Making%20the%20most%20of%20Feedback(1).pdf - page 9
  • 50.
    © University ofSouth Wales Be seen to monitor whether students are reading and acting on Feedback • The strategy gives students a specific reason to look at and read the feedback they receive, and to work with key guidance for improvement from one assignment to improve their work on the next. In this way FeedBACK is turned into FeedFORWARD. • The expectation to comment on progress made in attempting to improve on each of their chosen points, students are encouraged to be self-critical and to evaluate their own progress. • By commenting on the points raised, and responding to students’ self-evaluation, within your next feedback, you place value on their engagement in the task of acting on feedback and are seen to be ‘monitoring’ their involvement.
  • 51.
    © University ofSouth Wales Involve students in actively doing something with the feedback • Don't just assume that students know what to DO with their feedback comments; ensure that they know how to use them to enhance their learning: • encourage reflection on what the feedback means and how they can act on advice; • encourage students to compare tutor feedback with their own impression of their work; • involve students in evaluating their next assignment using points arising in previous feedback; • develop Action Plans. • An example Feedback Action Plan can be found in; Race, P. (2008) Building on feedback: document adapted from ‘How to Get a Good Degree: 2nd edition and ‘How to Study’ published by Blackwell in 2003. Available online from: http://phil-race.co.uk/students/
  • 52.
    © University ofSouth Wales Give audio feedback, with the marks at the end • Students have been shown to respond well to audio feedback - in pilots they have reported that they find it more personal, more detailed, and expressed in a way that it makes it easier to understand what is being said about their work. There are reports that students are altogether more likely to listen to feedback than to read feedback, and to return to the same piece of feedback more frequently when it is audio feedback. • Thus some experience suggests that just by giving recorded audio feedback, students are more likely to pay attention. However, another strategy which can be incorporated is to keep the actual mark for the work until sometime towards the end of the audio feedback, so that they have to listen through to find out their grade.
  • 53.
    © University ofSouth Wales Give feedback without, or before, marks • 'If the mark is good, they smile and file ... If it’s low, they frown and bin it' (Race, P. 2012) • If feedback is given by itself, without, or ahead of, the mark, there is a strong probability that this will encourage them to read the feedback as the only way to get a sense of how well they have achieved. One 'window' might be between your initial marking of the work and the completion of the full moderation process of second marking and scrutiny by the External Examiner. • Could your initial feedback be given immediately to students, clearly flagged as provisional feedback, before the final results are released? • A more extended strategy involves building reflection n feedback into the process by which students receive their marks: • University of Westminster (2010) Case study 8: Reflecting on feedback, in Effective Assessment in a Digital Age, JISC. Available online at: http://www.jisc.ac.uk/media/documents/programmes/elearning/digi assess_rereflectingfdback.pdf
  • 54.
    © University ofSouth Wales Embed some dialogue with students within your feedback process • Traditionally feedback can feel like something which is done TO students; tutors write feedback which is given to students as passive recipients, a process which does not empower or engage students, especially when combined with the difficulties they may have in understanding the feedback we write. The NUS is in favour of strategies in which we ask students to indicate what aspect of their work they would like feedback on, and include reference to this within our comments. • To do this, encourage students to think about feedback IN ADVANCE and target your feedback accordingly - when they submit an assessment ask them to: – either indicate what they would like feedback on, which may be an academic skill (e.g. structure of argument) they are trying to develop; – or to indicate what aspects of an assessment they found difficult. • However, it will also be important to draw attention to key issues in the work which they may have missed. (Irons 2007, p.76).
  • 55.
    © University ofSouth Wales Let feedback from one stage of an assessment feed into the next • Within some courses, there is a tradition of assessing only by one long assignment at the end of a module. Given the length of time between assignment submission and completion of the university moderation processes, there can be some considerable delay before students receive 5 • their feedback, their attention may have moved on, and the assignment feedback may no longer feel relevant. • This can be tackled by the use of two-stage assignments in which both stages 'count' but where feedback from Stage 1 feeds into the work for Stage 2. Students will at least then read the feedback for Stage 1, and hopefully act on it. Having done so, they will hopefully see the value also of reading the feedback for stage 2.
  • 56.
    © University ofSouth Wales Make sure your feedback is worth reading! • Throughout this Feedback Toolkit, various features of Effective Feedback are explored. Have a look at those, and try to make sure your feedback reflects as many as possible of such features. For an overview, visit the page 'What makes feedback effective?' • Listen to student views of what they do and do not find useful in feedback - a good overview is found in the Higher Education Academy video in which students discuss their experiences of feedback - Avaliable online at: http://vimeo.com/channels/154640/9319496
  • 57.
    © University ofSouth Wales Make sure your feedback is high profile • One of the findings emerging from the current focus on feedback is that students do not always recognise the different forms of feedback that teachers provide. So, when giving or discussing feedback, in tutorials, in class, in email or online forum discussion, don't be afraid to say "This is Feedback!" • Similarly, if it is not yet normal practice where you work, explore whether it would be possible to send students their feedback by email. They are much more likely to read the feedback if it is PUSHED to them than if they have to seek it out and collect it.

Editor's Notes