More Effective Feedback Mike Robinson Mathematics Sheffield Hallam University m.robinson@shu.ac.uk
The FIRST thing you think of… What is the first type of feedback you think of when you are presented with these statements: Feedback on my work has been prompt I have received detailed comments on my work Feedback on my work has helped me clarify things I did not understand NSS has focussed minds on feedback, but maybe on a very narrow part of it, and is not the focus of this talk.
Typical feedback… Feedback is also… • Group oral feedback in • Model solutions? class • Ticks, crosses, circles, • Written generic feedback corrections on scripts? • Model answers with • The odd word or two? commentary • Allowing student work to • A mark? impact on your next class • Individual conversations with students Who could ask for • Self and peer assessment anything more? • and…
Some instant feedback You’re strange!
Some instant feedback Brainy but no common sense Intelligent Obsessive Motivated No social life Hardworking Stubborn Determined Loner Independent learner Swot Good study skills Weird... Mathematically able… … really weird … and fascinated by maths No interests except maths Maths central to working life Live in an ivory tower Surrounded by similar people Insensitive Able to deal with criticism
Our students Our students are … … less strange (usually); … concerned with much more than just their studies; … insecure; … in a new environment, … with new people, … and new ways of learning, teaching and assessment; … inexperienced; …often lack effective study skills; … coping with a big life change Not like us (often)
What is feedback for? Typical feedback… • Enable the student to • Model solutions? see what is required • Ticks, crosses, circles, • Identify the gap corrections on scripts? between what is • The odd word or two? required and what • A mark? they are doing/have done • Prompt them to take Who could ask for appropriate action to anything more? close the gap
How do we prompt action? • Frequent … • …and fast • Constructive – Acted upon – prompt changes/further work – Feed forward to future work – Motivate and encourage – Focus on the work itself, not the student – Promote a dialogue – Do more than justify the mark • Develop an appropriate response to feedback
Feedback Challenges The challenges might be… • faster feedback • more frequent feedback • Promoting student engagement and action • Increasing student awareness of how to deal with feedback …all without increasing our workload!
Frequent Motivate and encourage Fast "How often do we tell them that, actually, Constructive they're really rather good?" Feed forward • Include the positive Motivate • “ Feedback sandwich ”: Focus on work – Good points Dialogue – points for improvement – encouragement More than marks Develop feedback – or good, bad, and next time... awareness Prompt action
Frequent Feed Forward Fast • Avoid giving too much feedback Constructive – Two things they got right, and why Feed forward – Two key suggested improvements Motivate • Be explicit about what they Focus on work should do Dialogue – “In future, you should…” More than marks – “Poor structure” cf “The structure would be better if…” Develop feedback – “Bad referencing” cf “See … for how awareness to reference” Prompt action
Frequent Talk to students Fast Let’s not be cynical, but… Constructive • talk to students about feedback Feed forward • give clear expectations about Motivate what they should do with it Focus on work • be explicit that we give feedback Dialogue so that they can do better next More than marks time Develop feedback • discuss how to deal with criticism awareness without feeling attacked Prompt action – and be sure we don’t attack!
Frequent Increasing awareness Fast Ideas for developing good attitudes Constructive towards feedback Feed forward • tell them to take notes or record Motivate when you are giving oral feedback Focus on work • next time , ask them to say how they have responded to your feedback Dialogue • ask them what they think of the More than marks feedback Develop feedback • encourage them to ask you about it awareness • use peer and self assessment Prompt action exercises...
Frequent Peer assessment Fast • In class, swap submissions and Constructive get them to give peer feedback Feed forward – Give them a proforma with space for 'good points/points to improve on' Motivate – In teams Focus on work – Return the proformas to students Dialogue for immediate feedback, whilst you collect the original to mark More than marks – Or: collect the student feedback Develop feedback (and marks?) and act as moderator awareness – Award marks for effective engagement in this? Prompt action
Frequent Self assessment Fast • Get students to use model Constructive answers to assess their own work. Feed forward Motivate • Collect the self-assessment with Focus on work the original work for you to mark. Dialogue – or mark the work first but don't More than marks write the marks on the script Develop feedback awareness Prompt action
Frequent Marks Fast “The only look at the mark” Constructive • Exploit their eagerness to know Feed forward how they did . Motivate – They'll pay less attention when Focus on work they have a mark. Dialogue • Give comments but withhold the More than marks mark until later Develop feedback • Consider less summative and awareness more formative work Prompt action
Frequent Fast feedback Fast • Don't wait until you've finished Constructive marking. Feed forward – Start as soon as all submitted. Motivate – Use your experience… Focus on work … or mark a sample. Dialogue • A general feedback sheet can be used immediately More than marks • Likewise model Develop feedback answers / commentary awareness • Discussion in the next class Prompt action
Frequent Frequent Fast • Use little-and-often assessment Constructive • Mix it up: online tests, self- Feed forward assessment, peer-assessment, Motivate homework, pre-seen questions… Focus on work • Mark it with them in the tutorials Dialogue More than marks Develop feedback awareness Prompt action
Frequent Simplify Fast Constructive • Simplify your mark scheme Feed forward • Exploit technology Motivate • Don't over-assess Focus on work Dialogue More than marks Develop feedback awareness Prompt action
Frequent Checklists and grids Fast • Use a checklist of common Constructive comments Feed forward – Refer to it with Motivate codes/numbers/ticks, or… Focus on work …use technology to generate feedback with relevant comments Dialogue – Use it to refer students to resources More than marks or further work Develop feedback • Use marking grids awareness – containing comments related to Prompt action marks/grades
Frequent Proformas Fast • Use a proforma instead of writing Constructive on the script Feed forward – Space for good points, areas for Motivate improvement Focus on work – Improve your focus on the key learning outcomes Dialogue – Which feedback is the most More than marks important? Develop feedback awareness Prompt action
Frequent Technology Fast • Record audio feedback Constructive – Personal, appreciated, can be synched Feed forward to email Motivate • Screencast model answers or general feedback Focus on work • Screencast as you mark to record Dialogue your feedback. More than marks • Handwrite on electronic submissions Develop feedback using tablets, and email directly back awareness to students. Prompt action • Ever evolving possibilities!
Frequent Focus on the work Fast ...not the students. Constructive • Disparaging remarks almost Feed forward always counter-productive Motivate • Do we feel the same about Focus on work positive statements? Dialogue • Comparisons with peers serve no More than marks purpose and are often counter- Develop feedback productive awareness Prompt action
Back to my earlier feedback... You’re strange! Our previous work demonstrates a high level of mathematical ability and excellent study skills. We can sometimes forget that our students need help to develop these attributes. In future we should • be positive and encouraging, • be explicit about what a student should do next, • plan activities to support the development of skill with feedback (and independence from it)
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