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I can see clearly now -

I can see clearly now -. The (rain) feedback has (gone) come!. SO WHY ARE YOU HERE???? (AND NOT IN ANOTHER WORKSHOP). Faculty SAS Debates day-unravelling the ‘F’ word. On time V Timely Variation on a theme-what IS feedback? The rise of feedforward

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I can see clearly now -

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  1. I can see clearly now - The (rain) feedback has (gone) come! Learning and Teaching Conference 30th June 2014

  2. SO WHY ARE YOU HERE???? (AND NOT IN ANOTHER WORKSHOP) Learning and Teaching Conference 30th June 2014

  3. Faculty SAS Debates day-unravelling the ‘F’ word. • On time V Timely • Variation on a theme-what IS feedback? • The rise of feedforward ‘providing useful information to both teacher and student that will help them recognise where gaps in student learning are and use that data to move forward with the intent of closing the gaps’ (White, 2008) Learning and Teaching Conference 30th June 2014

  4. And so…..The Feedback Survey • Bristol Online Survey • 10th May-20th June 2014 (NB timing) • ALL students (in principle) • 22 Questions, mostly MC-some OE • 338 responses (hoping for 400) • Headlines only today • Run again in December 2014 Learning and Teaching Conference 30th June 2014

  5. Who completed the survey-hoorah for Education! (Boo SAS) • Education: 30% • Health & Social Care: 22% • Arts & Humanities: 24% • Social and Applied Sciences: 18% • Unsure of Faculty: 6% • 80% female / 20% male • 83% undergraduates Learning and Teaching Conference 30th June 2014

  6. Study mode/pattern • 88% full-time / 12% part-time • 72% - study takes place at a distance all or part of the time Learning and Teaching Conference 30th June 2014

  7. Types of feedback (in order of most mentioned) • Handwritten • Electronic • Typed • Face to face (verbal) • Email • Formative • Individual • Group • Podcast (audiofile) Learning and Teaching Conference 30th June 2014

  8. And here are the Headlines…..type of feedback • 82% always know how they should gain feedback about an assignment • Of those who DON’T know, likely to be under 25 • Most common form of feedback-handwritten, although not always preferred • Individualised feedback preferable, ideally face to face, particularly for part time and non native English speakers • 51% want greater variation in feedback; most part-time do not! • Younger students more likely to want greater variation (Under 30) Learning and Teaching Conference 30th June 2014

  9. Accessibility and Timeliness of Feedback • 51% received feedback on their assessments ‘always’ or most of the time’ within three weeks • 23% received feedback ‘some of the time’ within three weeks • 16% NEVER received feedback within three weeks • A third of students experienced illegible handwriting • BUT nearly two thirds received advice on how the work could be improved and half advice on how to improve future assignments Learning and Teaching Conference 30th June 2014

  10. Assignment feedback-feeding forward • 93% felt that assignment feedback is an integral part of their ability to improve subsequent assignment marks….(why then sometimes do tutors struggle to achieve engagement with feedback?) • 12% felt they were not willing to contact tutors (88% willing) • 71% felt their tutors were accessible; 29 % felt they were only accessible occasionally or not at all • BUT extremes within Faculties and programmes • Timeliness not speed of feedback is paramount Learning and Teaching Conference 30th June 2014

  11. But what lies beneath the headlines….? • Preferred comments-constructive criticism, how to improve, bespoke/individuality, justification of mark, feeding forward • Ideal feedback-annotated original assignment, electronic/email/face to face, online as a starting point • What doesn’t work – general statements/copy and pasted statements, contradictory feedback, late with no explanation why, comments don’t reflect grade awarded, one sentence only Learning and Teaching Conference 30th June 2014

  12. You’re damned if you do…damned if you don’t…… • Having to queue for results for service management assignment like cattle in a herd waiting for nearly 20 minutes….we should be able to collect our assignments from reception like other departments…..this is not acceptable! Year 3 Tourism Management student Learning and Teaching Conference 30th June 2014

  13. Some ideas on which to ponder…. • http://www.youtube.com/watch?v=vJG698U2Mvo • Inattentional blindness (D, Kahneman: Thinking Fast and Slow, 2012) –its all about the mark • The Silent Handler (Sheffield Hallam) –reflect on feedback before mark is released • Desire for more face to face feedback, but approachability of tutors not always assured Learning and Teaching Conference 30th June 2014

  14. Thanks to • Wayne Barry and Simon Starr, without whom the survey would never have got off the ground! Learning and Teaching Conference 30th June 2014

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