how can we enhance feedback to students in times of constrained resources? dai hounsell
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University of Stirling, 17 May 2011. How can we enhance feedback to students in times of constrained resources? DAI HOUNSELL UNIVERSITY OF EDINBURGH. www.tla.ed.ac.uk/feedback.htm. - PowerPoint PPT PresentationTRANSCRIPT
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
How can we enhance feedback to students in times of constrained resources?DAI HOUNSELL
UNIVERSITY OF EDINBURGH
University of Stirling, 17 May 2011
www.tla.ed.ac.uk/feedback.htm
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK
What is 'feedback' and why does it matter?
• Feedback comprises information, processes, activities or experiences which aim to encapsulate, enable or boost students' learning
• Feedback can focus on:
attainment what a student knows, understands or can do at a given point in time
progress where a student currently stands in relation to a specified goal, target or level
achievement what a student has achieved as demonstrated in a completed assignment or task
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK
What forms does feedback take?
pro forma written comments exemplarsexams guidance feedforward traditionalcollaboration on-display learning peer audiopast questions screencast whole-classclickers in-class assignments cumulative editing anticipatory feedback elective self co-revisione-feedback redrafting reviewing progresscriteria dialogue supervision interaction
briefing student involvement faster feedbackmodel answers training video online
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FUNDAMENTALS OF FEEDBACK
Who gives feedback, where and when ?
• Sources of feedback– Lecturers, tutors, demonstrators, supervisors, mentors– Fellow-students / peers, a student’s own reflections– The audience for a seminar or poster presentation,
professional practitioners
• Feedback where and when?
formally informally
in timetabled classes / online outwith timetabled classes / offline
intrinsic extrinsic
prior to a task or activity
during a task or activity
after a task or activity
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Enhancing students' grasp of feedback & standards
• Elective feedback
• Exemplars
• Peer and self-generated feedback
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Greater opportunities to put feedback to good use
From feedback to feedforward
– 'feedback-first' and draft/revise/resubmit assignments
–cumulative assignments
(Beaumont et al 2008)
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Boosting the availability & richness of feedback
• Generic and whole-class feedback
• On-display learning
• Collaborative tasks & activities
ENHANCING FEEDBACK TO STUDENTS IN TIMES OF CONSTRAINED RESOURCES
Dai Hounsell, University of Edinburgh, May 2011
FEEDBACK THAT MAKES MORE OF A DIFFERENCE
Recycling and refocusing guidance & feedback
• Screencasts and off-the-shelf guidance
• Recycled online feedback comments