inclusive feedback project
TRANSCRIPT
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HEPP ICCB INCLUSIVE FEEDBACK PROJECT
, Paige Mahoney
Project partners
Juliana Ryan, Equity & DiversityWendy Paulitz, Equity & DiversityChristine Oughtred, LibraryVictoria Grossi, Student Academic and Peer Support
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ASSUMPTIONSFeedback is delivered one way by a more knowledgeable person to a less knowledgeable person
Feedback is complete once this occurs
Students access feedback
Students understand feedback
Students use feedback
Feedback helps students learn
Feedback helps students improve
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STUDENT PERSPECTIVESWHAT IS THE PURPOSE OF FEEDBACK?
Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved.
To help students improve their work and learning
(1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved.
Room for improvement, knowing what you are good at and what you need help with. It's vital for learning.
To inform the student on what they are doing well and what they need to improve on.
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STUDENT PERSPECTIVESWHAT IS THE PURPOSE OF FEEDBACK?
Feedback should clearly articulate strengths and weakness, particularly in how future assessments could be improved.
To help students improve their work and learning
(1) To provide comments on what is done really well. (2) To provide constructive criticism on what could be improved.
Room for improvement, knowing what you are good at and what you need help with. It's vital for learning.
To inform the student on what they are doing well and what they need to improve on.
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STUDENT PERSPECTIVESIMPORTANCE OF FEEDBACK MODEL
I liked it however I felt some comments could have been further explained with a bit more detail to fully understand why we were marked the way we were
and how to improve our work. I also would have liked to know where I lost marks as I was told I did a great
job but the marking didn't really match
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INCLUSIVE FEEDBACK PROJECTPILOT PROJECT
Phase 1: Research and consultation• Interviewed and survey continuing and sessional staff• Literature review
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David Nicol John HattieDavid Boud & Elizabeth Molloy David Carless
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INCLUSIVE FEEDBACK PROJECTPILOT PROJECT
Phase 1: Research and consultation• Interviewed and survey continuing and sessional staff• Literature review
Phase 2: Develop Inclusive Feedback model• Disseminate for feedback• Reviewed by Reference group
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PROFESSIONAL DEVELOPMENT
Assessment and Feedback workshops with sessional staff
Integrated unit marking meetings
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PROFESSIONAL DEVELOPMENT FEEDBACK DESIGN
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STAFF RESOURCESFEEDBACK CHECKLIST
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PROFESSIONAL DEVELOPMENT CLOUDDEAKIN FEEDBACK DESIGN
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INCLUSIVE FEEDBACK PROJECTPILOT PROJECT
Phase 3: Pilot• Audio feedback: two units• Video feedback: two units
Phase 4: Evaluation• Staff interviews: continuing and sessional• Student survey• Evaluate feedback quality
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AN EVIDENCE BASED APPROACH
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My principles for video feedback:
What is the best feedback you’ve ever had?
What is the purpose of feedback?
How can it improve my teaching?
http://air.deakin.edu.au/public/media/0_anktxych
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I liked the video feedback as sometimes written feedback can be misconstrued…however the intonation gave a better indication of how I actually went
Feedback on the feedback
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To what extent did the feedback you received help your
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Some benefits of video feedback
• Greater focus on bigger picture items – things that really matter
• Excellent approach for improving quality and comparability of sessional marking
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STUDENT FEEDBACKON AUDIO FEEDBACK
“Hi Unit Chair (and everyone involved in marking),
I just wanted to say out of all the external uni courses I have done, the feedback on this assignment (audio, comments, comments within the assignment and Unit Chair’s personal feedback) was the most helpful I have ever received.
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PROGRESS SO FAR
Rubric enhancement
project
Develop FeedbackCoP and pilot Model
Constructive alignment
Assessment quality Rubric quality Feedback quality
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“Educational interventions that focus only on enhancing the quality and quantity of teacher feedback are not
sufficient if we wish to develop students' ability to make their own judgements about the quality of work. To
achieve this, students also need direct practice in assessing work and generating feedback on it. “
BUT…
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Design assessment task
Design assessment criteria
Set performance standards
Perform task
Evaluate performance
Provide feedback
Provide grade
STUDENT AUTONOMYOR… WHERE DID GLO6 GO?
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Design assessment task
Design assessment criteria
Set performance standards
Perform task
Evaluate performance
Provide feedback
Provide grade
STUDENT AUTONOMYOR… WHERE DID GLO6 GO?
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Feedback should serve the function of progressively enabling students to
better monitor, evaluate and regulate their own learning,
independently of the teacher
(Nicol, 2009)
PURPOSE OF FEEDBACK
Feedback should develop the students’ capacity to
make evaluative judgements about their own and others work
(Boud and Associates, 2010)
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NEXT STEPS
Rubric enhancement
Develop Feedback
CoP & model
Constructive alignment
Assessment quality Rubric quality Feedback quality
Students use feedback
Feedback design
Students performance
improves
Impact on learning
Staff design feedback loop
Students reflect on & document
learning
Students engage in self and peer
feedback
Staff evaluate feedback and
assessment designFeedback audit Course level
discussions
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Susie MacfarlaneGlenn Wadley
School of Exercise and Nutrition Sciences
Discussion / Questions