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Post-Graduate students’ perceptions of feedback

Post-Graduate students’ perceptions of feedback. Dr Helen Boulton Nottingham Trent University. Dr Alison Hramiak Sheffield Hallam University. For today. Overview of the research. What we did and why we did it. What we found. What it might mean for future students and tutors. Discussions.

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Post-Graduate students’ perceptions of feedback

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  1. Post-Graduate students’ perceptions of feedback • Dr Helen BoultonNottingham Trent University. • Dr Alison Hramiak Sheffield Hallam University.

  2. For today... • Overview of the research. • What we did and why we did it. • What we found. • What it might mean for future students and tutors. • Discussions.

  3. Overview of the research • Exploring the perceptions and uses of feedback by PG professional studies students. • Participants from 2 HEIs including students and tutors as part of the data collection. • Looking to the future then to improve things for students if required.

  4. What we did and why we did it • Questionnaire to students on their experiences of feedback at this (PG) level of study. Response n=201. • Questions to tutors. Response n=13. • Explored views and analysed findings. • Collaborative approach, across 2 HEIs. A (relatively) small scale evaluative case study – interpretivist and collaborative. • Explore whether we could improve our students’ experience and expectations.

  5. Theoretical grounding • Aligned with work of Nicol and Macfarlane-Dick on principles of feedback – most closely with principle 2 • Issues of professional identity – does this matter? Does being a post graduate give you status that you feel you must live up to? • Issues of feedback - do PGs know more by this stage and are they better equipped to utilise their knowledge in this area to improve?

  6. 7 Principles of Good Feedback Practice (Nicol and Macfarlane-Dick • Facilitates the development of self-assessment (reflection) in learning. • Encourages teacher and peer dialogue around learning. • Helps clarify what good performance is (goals, criteria, expected standards). • Provides opportunities to close the gap between current and desired performance. • Delivers high quality information to students about their learning. • Encourages positive motivational beliefs and self-esteem . • Provides information to teachers that can be used to help shape the teaching. (Back)

  7. The Data • Approximately 200 returned questionnaires from PGCE students across the two institutions – various subjects ranging from ICT to RE. Mostly closed questions for quantitative data. • 13 returned open questionnaires from PG tutors. • Some more detailed data from one group of students on their assessments and use of feedback to improve work/grades.

  8. What we found: a new world? • 81% of students found their feedback useful. • 66% said that it had improved their work. • 10% said it had not.

  9. What we found • Written feedback was deemed to be the most common type (50% received it in this way). • Written feedback was the most helpful in providing targets for development. • It was also the most common type to be ignored when using it to inform their next piece of work. • Thus written feedback seems to be the most commonly given and the most commonly ignored!

  10. What did tutors think? • 100% said they thought their students used feedback to improve work. • 33% said that informal F2F/verbal feedback was preferred by students. • Details of how feedback was used were given, such as improving academic writing and referencing. • 40% of tutors also commented negatively saying that students did not always listen or understand feedback and its importance to their work.

  11. What it might mean for future students and tutors • Rethinking of course structure and assessments. • Getting more information at the start of a programme of study about how they have previously been assessed and fed back to and which type they find most useful. • Learn to assume less even for this level of student – as one tutor commented students consistently ignored her feedback until they were referred!

  12. Discussions • If students mostly ignore written feedback should we explore other types – but ask them first. • Audio – has issues... • Online/electronic – just written but virtually accessible and therefore more convenient? • Verbal – but won’t they have to take notes?

  13. Discussions • Is it about setting expectations? • Right from the start – do we set out what they are going to get and make sure they are aware of all the different types of feedback they will get • And make sure they know how best to make best use of it...

  14. Any questions? • Dr Helen Boulton – helen.boulton@ntu.ac.uk • Dr Alison Hramiak – a.hramiak@shu.ac.uk

  15. References • Gardner, J. (Ed.). (2006). Assessment and Learning. London: Sage Publications. • Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. • Tobbell, J. (2010). Exploring practice and participation in transition to post-graduate social science study. York: Higher Education Academy.

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