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How can we enhance feedback to students in times of constrained resources? DAI HOUNSELL

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.

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How can we enhance feedback to students in times of constrained resources? DAI HOUNSELL

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  1. 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

  2. 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 FUNDAMENTALS OF FEEDBACK What is 'feedback' and why does it matter?

  3. FUNDAMENTALS OF FEEDBACK What forms does feedback take? pro formawritten commentsexemplars examsguidancefeedforwardtraditional collaborationon-display learningpeeraudio past questionsscreencastwhole-class clickersin-class assignmentscumulativeediting anticipatory feedback electiveselfco-revision e-feedbackredraftingreviewing progress criteriadialoguesupervisioninteraction briefingstudent involvement faster feedback model answerstrainingvideoonline

  4. 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? FUNDAMENTALS OF FEEDBACK Who gives feedback, where and when ?

  5. Elective feedback Exemplars Peer and self-generated feedback FEEDBACK THAT MAKES MORE OF A DIFFERENCEEnhancing students' grasp of feedback & standards

  6. From feedback to feedforward – 'feedback-first' and draft/revise/resubmit assignments cumulative assignments FEEDBACK THAT MAKES MORE OF A DIFFERENCEGreater opportunities to put feedback to good use (Beaumont et al 2008)

  7. Generic and whole-class feedback On-display learning Collaborative tasks & activities FEEDBACK THAT MAKES MORE OF A DIFFERENCEBoosting the availability & richness of feedback

  8. Screencasts and off-the-shelf guidance Recycled online feedback comments FEEDBACK THAT MAKES MORE OF A DIFFERENCERecycling and refocusing guidance & feedback

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