To act, or not to act, upon feedback? A case study in academic development, students’ experience and student feedback (original) (raw)
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2007
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This article describes how a Student-Led Module Feedback (SLMF) scheme was initiated at one UK University to enhance staff-student relationships and to improve student outcomes. The scheme was developed by academics in partnership with the Students Union (SU) and students. The SLMF aimed to enhance the student experience at a granular level in “real time” during 30 week-long teaching modules. The article defines the SLMF within the research context of the Scholarship of Teaching and Learning and describes how the theme of student-staff partnership runs across the scheme, including during the project management and evaluation phases. It critically reflects on how the scheme has been instrumental in making inroads to improving the experience of students and staff across the university. It analyses the way in which the SLMF is being used by staff and students to co-create action plans to initiate pedagogical changes and thus close the loop of the feedback cycle.
Clearing the Final Hurdle: Getting Students to Engage with Feedback in Higher Education
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Higher Education within the UK over the last fifty years has increasingly been defined by the end product and this means that both students and lecturers tend to focus on the outcome rather than the process. For many students this means that assessments are seen as barriers to their final grade, rather than as a support to help them reflect on their performance. The purpose of this paper is to explore how students can become more engaged with the comments made on assessments. It concludes by suggesting that whilst audio feedback has proved to be successful in this respect, video feedback might well be an even better way of encouraging students to listen to what they are being told and then improve subsequent work.
The action research project, which is to be reported, comes from a series of questions based on feedback strategies and is re-interpreted to show how these processes can help students to become self-regulated learners. This reformulation is used to identify the principles of good feedback and address the issue of how students should have a proactive role in generating and using feedback, while providing information on students' achievement levels focusing on their learning performance through a snapshot of activities with second-year undergraduate students. Combined with this activity, students already judge the quality of their own work followed by opportunities to generate their own feedback. The study attempts to advance the understanding of how assessment and feedback are shaped by this students' ability and how the profound implications indicate that lecturers should consider the way they organize assessments and support learning.
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.
The Law Teacher, 2020
Feedback is an intrinsic part of the learning process in Higher Education. Despite the development of teaching and learning strategies underpinning the usefulness of feedback, lecturers continue to feel frustrated when students do not implement the feedback or feed it forward into their studies. There is a disconnect in literature and also in practice between lecturers perception of how important feedback is, and students perception of what feedback actually means. This paper draws upon the experience of two law clinicians in two very different law clinic settings, reflecting on their use of feedback in Clinical Legal Education and how it has led to a more proactive dialogue on feedback in their large class teaching. The outcome is a recognition of feedback as a form of communication, which builds upon a foundation of good relationships and an atmosphere of trust in our teaching spaces.
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Assessment has been identified as one of the major challenges faced by Higher Education Institutions (Whitelock, et al, 2007). As a response to the challenge, in a project funded by the Joint Information Systems Committee (JISC) Open Mentor (OM) was developed as a learning support tool for tutors to help them reflect on the quality of feedback given to their students on assignments submitted electronically. Its development was based on the fundamental theory that there was convincing evidence of systematic connections ...