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Peer and tutor and industry feedback

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Give out post its and encourage students to post a comment on others work. Asking other students to note comments of others for the tutor.

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Separate feedback from the grade... Give feedback first so they read it to try and anticipate their grade (means they actually read the feedback!)

If you give a grade at the Same time feedback gets ignored :(

Set expectations early that feedback will be read and acted upon

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questions around what's the difference between
communication and feedback??

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Set the expectations

Have clear define rules of what is Acceptable

Very simple rules on what they can feed back on

Looking for positivity

Developmental message on learning how to delivery a message to another

Speedy feedback at the time to not lose impact say a week later.

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Need to consider how to share electronic feedback

Need to be aware of linear nature of audio and video

Need to consider accessibility

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Turn the students into the teacher role

Give them deliberately wrong or provocative answers to challenge their thinking - get them to correct/ debate

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* statement of what students would improve from feedback

* reflective essay on multiple forms of feedback

* engage more with audio feedback

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C Ask students to identify one feedback comment and get them to say how they will respond to it.

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Students need to understand how to give feedback - key to effectiveness

Students seem wary of seeming overly critical

Students may benefit from exemplars in understanding expectations/levels

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- Require student to feedback on the feedback.

- Share feedback in groups and discuss

- Provide the opportunity for students to give examples

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Peer feedback on presentation styles before student conferences

Peer feedback on essay plans

Lecturer feedback on weekly task answers or discussions

Use of previous feedback as an appendix in submitted work - student reflect on this.

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Student to student presentations about their project to date. Peer feedback on what they hear and how they have dealt with similar challenges etc

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Needs a lot of scaffolding

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CGive audio feedback after presentations and ask students to listen to it before next tutorial.

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CGive audio feedback after presentations and ask students to listen to it before next tutorial.

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Tie feedback into reflective learning

When students hand in summative feedback get students to use self-assessment.

Get students to mark previous student work and directly engage with feedback sheet and learning outcomes

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- Creative writing students are expected early on to share their work and invite comment from their peers. The seminars are structured around feedback. It is part of the culture of the course.

-Build in time in the lead up to assessment for groups to discuss their ideas and initial plans for their work.

-Anonymous essays given to students who can then mark them against the GBA matrix

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Students need to understand how to do this first

Important to scaffold the task so they know what is expected, how to give and how to receive feedback from a peer

Examples: anonymous feedback on posters, peer feedback on micro teaches/presentations,

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Integrate reflection uponfeedback within summative

integrate reflection on feedbak obtained on failed coursework within referred work

discussion forums to share peer feedback

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summarise and evaluate their own feedback on work by answering questions such as

- how would you do the work differently or how would you improve your work for future submissions

- create an action plan or goals (upload to dropbox for tutor to comment on)

- match feedback to criteria sheets for work.

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*Colour code feedback - red, amber, green

*multiple assessment points and checklist - use feedback to improve danger areas

*tutorial progress planning

*students working out grade based assessment

* reflection as part of assignment

*self evaluation before hand in - formal qs as part of submission

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The crucial variable [in feedback] is not… the quality of the feedback...but the quality of student engagement with that feedback. (Gibbs 2006)

What can you ask/suggest/require that students do with feedback they have received?

How are students supported to apply feedback to improve work in progress?

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Qualities of good feedback (after Juwah et al 2004)

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Qualities of good feedback (after Juwah et al 2004)

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"Producing feedback is more cognitively demanding than just receiving it: the construction of feedback is likely to heighten significantly the level of student engagement, analysis and reflection with feedback processes. From this perspective, one might argue that constructing feedback is at least as, if not more, beneficial than receiving it" (Nicol 2010 p.514)

How are students supported to become producers of effective feedback?

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a) Frequent feedback from multiple sources

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a) Frequent feedback from multiple sources

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It is expected that frequent interactions with peers or a tutor, as well as guided self-reflection, will generate informal feedback on an ongoing basis. (NTU Quality Handbook)

What feedback-generating activities are already designed into your modules?

How interactive are these?

What additional feedback-generating activities might you add and where?

How are students supported to recognise feedback in all its diverse forms? (e.g. formal, informal, verbal, written, from peers, from tutor, from self-reflection)

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- Assessment design

- Formative activities & feedback - Elearning and tools - Learning outcomes - Marking matrices - GBA-related questions - Marking and moderation - Applying guidance from the Quality Handbook

Ellie.kennedy@ntu.ac.uk – direct support or can connect you with appropriate colleagues

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NTU resources on planning formative tasks, feedback and assessment ntu.ac.uk/adq/assessment_awards/creating_effective_assessment_feedback/Feedback/index.html

Quality Handbook. Look for section 15: Assessment Principles and Policies. http://ntu.ac.uk/adq/quality_handbook/handbook_sections/index.html

NTU GBA SharePoint site
https://portal.ntu.ac.uk/pva/GradeScheme/SitePages/Home.aspx

Useful learning rooms in NOW (change role to 'staff' in NOW homepage to access these)

1. TIPS - Teaching in Practice Series - includes videos where NTU academics discuss their approaches to formative feedback, working with grading matrices, and more.

2. For resources on using feedback effectively in tutorials, see Course Tutorials: Resource Support for Tutors

3. Assessment, Marking and Giving Feedback. In Teaching and Supporting Learning in HE. Useful for guided reflection on own feedback practices