Gauging Learner Voice e-Feedback experience at Canterbury Christ Church University Simon Starr Learning & Teaching

1. Gauging Learner Voice e-Feedback experience at Canterbury ChristChurch University Simon Starr Learning & Teaching Enhancement Unit LTEU Learning and Teaching Enhancement Unit

2. Talk Outline • What is e-Feedback? • Who cares? Students! • Some research • Trialling e-Feedback at CCCU • Turnitin GradeMark … • Future directions

3. What is e-Feedback?

4. What is e-Feedback? Tutor Student

5. What is e-Feedback? Grade Summary Tutor Student On-script Comments Marking Grid

6. What is e-Feedback? Grade Summary Word Processed Tutor WWW Student Audio? On-script Comments Marking Grid

7. Who Cares?

8. Who Cares? National Students’ Voice “Feedback: Should be for learning, not just of learning … Should relate to clear criteria … Should be legible and clear” “tutors and students have differing impressions about what is expected from assessment and how a student can achieve a high mark” “Objectives for assessment and grade criteria need to be clearly communicated to, and fully understood by, student. Subsequent feedback should be provided primarily in relation to this.” NUS Feedback Amnesty Briefing Paper - 2009 http://www.nus.org.uk/en/Campaigns/Higher-Education/Assessment-feedback-/

9. Who Cares? National Students’ Voice “Feedback: Should be for learning, not just of learning … Should relate to clear criteria … Should be legible and clear” “tutors and students have differing impressions about what is expected from assessment and how a student can achieve a high mark” “Objectives for assessment and grade criteria need to be clearly communicated to, and fully understood by, student. Subsequent feedback should be provided primarily in relation to this.” NUS Feedback Amnesty Briefing Paper - 2009 http://www.nus.org.uk/en/Campaigns/Higher-Education/Assessment-feedback-/ NUS Charter on Feedback & Assessment - 2010 http://www.nusconnect.org.uk/news/article/highereducation/720/

10. Who Cares? Local Students’ Voice “[Arts & Humanities] students were in favour of electronic feedback, yet would like to see it customised for each assignment” “[Business & Management] students found that they were often unable to read tutor’s [sic] handwriting” “[Education] students understood that electronic feedback would be easier to read and more structured” “Students highlighted that feedback would be especially useful if staff used a marking grid to show the students [sic] competence in various areas, 100% of the [Health & Social Care] Reps present agreed that typed and electronic feedback would be preferable” “[Social & Applied Sciences] students agreed that typed comments were preferable” Minutes of Student UnionFaculty Council Meeting 4th March 2009

11. Some Research

12. Research: 2 case studies • Liverpool John Moores: • 198 L4 Pharmaceutical Science and Science • ‘Feedback 15’ system inc. assessment criteriaand statement banks • Students more satisfied with e-feedback,particularly amount and where did well/went wrong • Denton, P., Madden, J., Roberts, M & Rowe, P. (2008) ‘Students’ response to traditional and computer-based formative feedback: A comparative case study’, British Journal of Educational Technology, 39 (3) pp.486-500

13. Research: 2 case studies • Liverpool John Moores: • 198 L4 Pharmaceutical Science and Science • ‘Feedback 15’ system inc. assessment criteriaand statement banks • Students more satisfied with e-feedback,particularly amount and where did well/went wrong • Denton, P., Madden, J., Roberts, M & Rowe, P. (2008) ‘Students’ response to traditional and computer-based formative feedback: A comparative case study’, British Journal of Educational Technology, 39 (3) pp.486-500 • University of Wales: • 200 L4/5/6 Criminology • ‘Feedback template’ inc. assessment criteria andstatement banks • Students more aware of assessment criteria,motivated and able to improve • Marking time reduced • Case, S. (2007) ‘Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree’, Assessment & Evaluation in Higher Education, 32 (3) pp.285-299 ?

14. Research: Further Reading Higher Education Academy literature survey: Oxford Brookes (2010) ‘Assessment Enhanced through the use of Technology’, Higher Education Academy. Available at: http://www.heacademy.ac.uk/resources/detail/ourwork/evidencenet/oxford_brookeS_synthesis [20 Jan 2010]

15. e-Feedback@CCCU Turnitin Pilot 2009/10

16. e-Feedback@CCCU: Turnitin Pilot 2010 • Turnitin GradeMark piloted Trinity 2009/10 • 6 pilots • 4 Faculties • 500 L5 & L6 students • Tutors informally interviewed or provided a short narrative. • Student survey comparing e-Feedback with previous experiences of feedback

17. e-Feedback@CCCU: Turnitin Pilot 2010 • Students’ submit to Blackboard • Tutors add • grade • summary feedback • on-script comments

18. e-Feedback@CCCU: Turnitin Pilot 2010 • Students’ submit to Blackboard • Tutors add • grade • summary feedback • on-script comments • marking grid

19. e-Feedback@CCCU: Turnitin Pilot 2010 Flexibility Clarity Amount Understand criteria Students Explain feedback more

20. e-Feedback@CCCU: Turnitin Pilot 2010 Reduce turnaround Tutors Reduce admin Quality of feedback Marking effort Have to be online Not integrated with QL

21. Where now? Developing University strategy … Institutional training & support Growing use … strategic?

22. Where now? Developing University strategy … printing second marking Institutional training & support INTEGRATION QL file types student record system Growing use … strategic?

23. Summary

24. Summary Grade Summary • What is e-Feedback? • Who cares? • Some research • Trialling e-Feedback at CCCU • Turnitin GradeMark … • Future directions INTEGRATION Students! Students! Tutors! Students! On-script Comments Marking Grid

25. Thank you for your time Simon Starr simon.starr@canterbury.ac.uk http://www.canterbury.ac.uk/LTEU

26. Questions & Discussion