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Feedback mechanisms: Efficient and effective use of technology or a waste of time and effort?

Feedback mechanisms: Efficient and effective use of technology or a waste of time and effort?. Dr Robert L Allan Mr Steven Bentley School of Applied Sciences University of Huddersfield. Extended Degree Programme (Year 0). Chemistry, Biology, Maths & IT, “Physics”, H&E, Science Skills

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Feedback mechanisms: Efficient and effective use of technology or a waste of time and effort?

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  1. Feedback mechanisms: Efficient and effective use of technology or a waste of time and effort? Dr Robert L Allan Mr Steven Bentley School of Applied Sciences University of Huddersfield

  2. Extended Degree Programme (Year 0) • Chemistry, Biology, Maths & IT, “Physics”, H&E, Science Skills • ~120 students • Feedback mechanisms • Grademark (Blackboard), • proforma, • group debrief, • statistical benchmarking • personal comments, • Pressure to provide more but make it personal! • Effective? • Efficient?

  3. Project (supported by TALI) SPX1005 Maths & IT ~140 students (5 tutorial groups A1, A2, B1, B2 & FCHP) Two assignments (Formative) Assignment 1: CV (2 page) and mini Essay (500 word) Assignment 2: Data Analysis Report (1000 word) TurnitinGrademark (Blackboard – known as UniLearn) Grademark V Audacity

  4. Grademark

  5. Grademark

  6. Grademark

  7. Audacity

  8. Attaching the feedback: Grade Center

  9. Attaching the feedback: Grade Center

  10. Attaching the feedback: Grade Center

  11. Retrieving the feedback: My Grades

  12. Retrieving the feedback: My Grades

  13. Reflections on the implementation • It works, but it’s not very streamlined • Blackboard/Turnitin Integration complications • A product like Wimba Voice (now part of Blackboard Collaborate) might be more efficient. • Significant licence costs • Issue with anonymous marking still exists • Turnitin Roadmap

  14. Cross over design Feedback mechanisms Time taken to assess each assignment was recorded

  15. Time taken to assess work

  16. Questionnaire Easy to follow Highlighted flaws in my overall approach to the assignment Identified specific errors Indicated positive aspects to my work Provided sufficient information on how to improve my performance in future assignments. I have not looked at the feedback only the mark My overall preference is

  17. Questionnaire contd. Additional questions Given your experience of the Science Skills essay on Learning Styles please state which learning preference you have: Have you any suggestions about how the delivery of feedback can be improved?

  18. Response to Questionnaire

  19. Statistical Analysis Critical values for 2df: *0.05=5.991, **0.01=9.210, ***0.001=13.815

  20. Learning Preference Numerous non-standard responses but • 62.5% of audio learners preferred audio • 25% of audio learners preferred typed • 31% of visual preferred audio • No statistically significant relationship between learning style and feedback preference

  21. Overview Student preference Typed (inserted where required) Typed good for highlighting errors Audio more fluid style of delivery Both equally effective for highlighting positive aspects and for “feed-forward”

  22. Issues • Anonymous marking • Compatibility: Explorer and Blackboard 9 • Time consuming to upload onto Blackboard • Size of files 1-6MB (Home Broadband) • Student feedback • Tone of voice • Future work • Combination Grademark and Audio • Captivate (video V audio)

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