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Gauging Learner Voice e-Feedback experience at Canterbury Christ Church University Simon Starr Learning & Teaching PowerPoint Presentation
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Gauging Learner Voice e-Feedback experience at Canterbury Christ Church University Simon Starr Learning & Teaching Enhancement Unit. LTEU Learning and Teaching Enhancement Unit. Talk Outline. What is e-Feedback? Who cares ? Students! Some research Trialling e-Feedback at CCCU

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slide1

Gauging Learner Voice

e-Feedback experience at Canterbury ChristChurch University

Simon Starr

Learning & Teaching Enhancement Unit

LTEU

Learning and Teaching Enhancement Unit

slide2

Talk Outline

  • What is e-Feedback?
  • Who cares? Students!
  • Some research
  • Trialling e-Feedback at CCCU
    • Turnitin GradeMark …
  • Future directions
slide5

What is e-Feedback?

Grade

Summary

Tutor

Student

On-script Comments

Marking Grid

slide6

What is e-Feedback?

Grade

Summary

Word Processed

Tutor

WWW

Student

Audio?

On-script Comments

Marking Grid

slide8

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-/

slide9

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/

slide10

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

slide12

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
slide13

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

?

slide14

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]

slide15

e-Feedback@CCCU

Turnitin Pilot 2009/10

slide16

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
slide17

e-Feedback@CCCU: Turnitin Pilot 2010

  • Students’ submit to Blackboard
  • Tutors add
    • grade
    • summary feedback
    • on-script comments
slide18

e-Feedback@CCCU: Turnitin Pilot 2010

  • Students’ submit to Blackboard
  • Tutors add
    • grade
    • summary feedback
    • on-script comments
    • marking grid
slide19

e-Feedback@CCCU: Turnitin Pilot 2010

Flexibility

Clarity

Amount

Understand criteria

Students

Explain feedback more

slide20

e-Feedback@CCCU: Turnitin Pilot 2010

Reduce turnaround

Tutors

Reduce admin

Quality of feedback

Marking effort

Have to be online

Not integrated with QL

slide21

Where now? Developing University strategy …

Institutional training & support

Growing use … strategic?

slide22

Where now? Developing University strategy …

printing

second marking

Institutional training & support

INTEGRATION

QL

file types

student record system

Growing use … strategic?

slide24

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

slide25

Thank you for your time

Simon Starr

simon.starr@canterbury.ac.uk

http://www.canterbury.ac.uk/LTEU