ltse 2016: hbs
TRANSCRIPT
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Evaluation of a Coaching Approach Supporting Students to Act
on Feedback
Peter Ramage, FCMI, FHEA
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Getting to the heart of the problem?
Insights from
colleagues
The NSS has produced many challenges for the university sector. Especially student’s scores for Assessment & Feedback (Minnett-Smith, 2015)
Assessment is the engine which drives student learning (Cowan, 2005)
Our feedback is the oil which can lubricate this engine (Race, 2002)
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How do some students deal with feedback?
Pre-VLEs?
Why?
Uncollected feedback:
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What factors might prevent students responding to feedback?
Ideas from
Seyhan
(2016)
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Other factors inhibiting students responding to feedback?
Shock &
embarrassment?
Knocks to their self-esteem?
Mayo argued that self-esteem was vital to the individual’s performance (Mullins, 2010)
Feedback is about task, but lacks relationship with the tutor? (Chickering & Gamson, 1987)
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Insights from Neuroscience
• The Brain: Patterns, connections
• Needs Positive or Negative affirmation
• Losing a habit: 21 days
Source: Seyhan (2016)
Learning = building new connections
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Early Results – Improvements from Coursework 1 to Coursework 2
PG Coursework 1
42%
PG Coursework 2
(pass = 50%)
62 %
after coaching
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Early Results – Improvements from Coursework 1 to Exam
UG Coursework 1
35%
UG Exam
(pass = 40%)
62 %
after coaching
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Next steps for Semester B?
Proactive support
Gaining commitment from students to take action!
Worksheets to boost results – summarising strengths & feed forward from all modules
Build relationships - one-to-one coaching - in addition to the usual revision sessions
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Challenges for the future
This needs a joint venture – tutors & students!
Is there sufficient time to respond?
Will university management resource extra tutor time?
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References
• Chickering, A. W. & Gamson, Z. F. (1987), Seven principles for good practice in
undergraduate education. American Association for Higher Education Bulletin, 39(7), 3–7
• Cowan, J. (2005), Designing assessment to enhance student learning.
http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/
ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf
[ Accessed 23rd January 2016]
• Minnett-Smith, C, Paper presented to Hertfordshire Business School Learning & Teaching
Conference, 21 May 2015
• Mullins, L (2010), Management & Organisational behaviour, 10th Edition, Harlow: Pearson
• Race, P. (2002) Why fix Assessment? A discussion paper.
http://www.sddu.leeds.ac.uk/online_resources/phil%20assess.htm [accessed January 22nd
2016]
• Seyhan, D (2016): “Why is change so challenging”, paper presented at the University of
Hertfordshire Business School - Europe Week Conference, 2 March 2016.