Feedback on feedback feedback! Debbie Bevitt & Vanessa Armstrong School of Biomedical Sciences
Feedback and what the students thought of it • Online EMIs & Extended essay
Evaluating student response to EMI feedback • Stage 1 students in School of Biomedical Sciences (~360 students) are assessed by EMI questions • Historically students got instant feedback at the end of online EMI tests (using in-house system) • Under exam conditions – not allowed to take questions and answers away • No past-papers
On moving tests to Blackboard we gave feedback at the end of semester, not end of test • Students also received an email showing them how they are doing on each question “theme” compared to rest of class
Mail Merge to b10---------- Dear ----------- BGM1002/BGM1001 17 November 2011 Your score for this examination was 34 out of possible marks of 60. The overall scores for the cohort were: Your scores separated into themes were as follows:
The email feedback on IC-EMIs for Genetics & Cell Biology was useful Strongly Agree Agree Neutral Disagree Strongly Disagree
The IC-EMI feedback session at the end of semester 1 was useful • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
I would prefer to have the online feedback at the end of the test • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
Looking at the feedback from EMI's was not very useful. Not being able to take notes or information away from the session really didn't help at all. EMI feedback session was a waste of time. memorizing areas you need to work on is not productive.
Evaluating student response to extended essay feedback • 1st essay experience at university • 1000 words • 2 introductory seminars given on essay structure, referencing and plagiarism • 17 markers – academic and post-doctoral staff
Online survey conducted using Survey Monkey (http://www.surveymonkey.com/) 106 responses
% respondents Grade 30 39 30 6 Number of respondents
Good points about feedback included; • constructive • concise • detailed • specific • Suggestions for improvement: • more detail needed or expansion of specific areas for improvement • clearer link between mark and comments • more detailed annotation od script • verbal/ one-to-one feedback
Summary • Students valued: • “how you are doing” stats feedback for online EMIs • open access to question-by-question feedback • clear correlation between comments and mark • clear guidance on how to improve Any Questions?