Transcript PROBLEM STATEMENT - University of KwaZulu

Feedback that Facilitates Learning:
The Views of Postgraduate Students
Ms S Sithole (Masters -Nursing Education) &
N G. Mtshali (PhD- Nursing Education)
2011 UKZN Teaching and Learning Conference
School of Nursing
Introduction
• Feedback is one of the most important aspects of the
assessment practice and is an essential part of the
learning process (Hyland & Hyland, 2001).
• Feedback is integral to effective and efficient teaching and
learning and ensures that students are aware of their
strengths and weaknesses in their performance (Gibbs &
Simpson, 2004).
• Quality and effective feedback allows students to make
the necessary adjustments if they are deemed not yet
competent and that completes the feedback loop (Africa
Competency Development, 2008).
Some lecturers however give feedback that is personal,
destructive or confusing in nature (Wilhelm 2008).
“What is this?”, “Nonsense”, “Rubbish”, “Disastrous”, “This leads
to nowhere”, “It is only your minimal material knowledge that
prevents me from giving you an F”.
[These are statements of feedback to students in one universityStudvest, 2004]
Students are often confronted by statements such as
“this does not make sense”, “be more critical”, “you need to think
carefully about your structure”,
The students find such feedback confusing and they fail to make
meaning out of it (Higgins, Hartley & Skelton, 2000)
Problem statement (1)
• Although feedback seems widely valued by both; the students and
lecturers (Hounsell, 2003), previous research revealed inadequate
preparation of lecturers for giving feedback, poor preparation of
the students for utilizing feedback (Chanock , 2000), increasing
student numbers, increasing volumes of marking, the move to
competency-based learning with emphasis on formative
assessment (Harland, 2002), isolation of feedback from the
teaching and learning process (Taras, 2003), and the students
ability to utilize feedback, as challenges related to the practice of
assessment (Knit & Yorke, 2004).
• More importantly, according to Weaver (2006) what constitute
effective feedback remains illusive, vague and poorly defined,
hence the need for this study.
Purpose of the Study
To explore the views of Postgraduate students about the
nature of the feedback they receive and whether it
facilitated their learning.
Research Objectives
1. Identify methods/types of feedback given to students.
2. Identify the characteristics of feedback that facilitates
students learning.
3. Explore how students response to feedback..
Research Methodology
• Design: An exploratory descriptive study
• Setting: School of Nursing in one of the Higher Education
Institutions in KZN
• Target Population: 81 PG nursing students; Bachelor of Nursing
Honours Degree, N=9 ; Coursework Masters Degree, N=72 [All
requested to participate]
• Total number that participated: 55 participated (68% response
rate)
• Data collection tools: Structured questionnaire & Document
analysis: 8 test scripts & 8 assignments
• Ethical clearance obtained, permission from HOS and informed
consent from the students.
Results Of Data Collected Through A Structured
Questionnaire
Preparation and guidance to students about utilizing
feedback
F
Yes
No
%
F
%
F
%
F
%
27
49.1
1
1.8
55
100
30
54.5
2
3.6
55
100
30
54.5
5
9.1
55
100
40
72.2
12
21.8
55
100
Prior to
university
27 49.1
During
orientation to
the program 23 41.8
In a study
guide
20 36.4
Other
3
5.5
Missing
Total
Types of feedback received in %
60
50
40
written
verbal
peer
video cassette
electronic
other
30
20
10
0
Fully Partially Not at
all
Characteristics of feedback given to students
3.6
Simple and friendly language used
20
16.4
14.5
Focuses mainly on technical errors
7.3
Provided timeously before exams
25.5
18.2
32.7
30.9 34.5
7.3
Shows marks or grades only
12.7
1.8
Appropriate to the mark given
1.8
Relates to the learning outcomes
20
34.5
34.5
47.3
38.2
18.2
38.2 41.8
1.8
Clearly written
45.5
10.9
1.8
Easy to read
40
29.1
23.6
7.3
Relates to the assessment criteria
40
30.9
29.1 32.7
7.3
Informative and helpful
30.9
12.7
5.5
Provides positive comments
40
32.7 36.4
16.4
9.1
Provide action plan to improve
29.1
21.8
10.9
Detailed and provide direction
38.2
38.2
38.2
25.5
34.5 38.2
0
0
Seldom%
5
Sometimes
10
15
Usually%
20
25
Always%
30
35
40
45
50
Nature of feedback
No ITEM
Strongly
Agree
Slightly
Agree
Slightly Strongly
Disagree Disagree
1. Mainly informs about
inaccuracies
2. Promotes personal growth
3. Increases motivation
Confusing with no clear
4. direction
5. Boost confidence and self
esteem
6. Personal in nature
7. Praise is rare
8. Destructive in nature
21.8
29.1
20
29.1
60
32.7
3.6
36
61.8
23.6
10.9
3.6
5.5
29.1
25.5
40.0
54.5
25.5
14.5
5.5
21.8
18.2
14.5
45.5
14.5
12.7
21.8
50.9
3.6
9.1
14.5
72.2
Students’ perceptions about feedback and their
response to feedback
No
Item
Agree (%)
Disagree (%)
1. Encouraged me to improve
100%
0%
2. Positive comments boosted confidence
90%
10%
3. Helped me to reflect on what I have learned
90%
10%
4. Acted on suggestions to improve my
90%
10%
40%
60%
6. I ignored negative or critical comments
45%
55%
7. I felt demoralized / angry after reading
35%
65%
60%
40%
coursework
5. Feedback was too uninformative or brief to
be helpful
negative feedback
8. Ample time for clarification and discussion of
feedback provided
Interpretation of Findings
THE FEEDBACK PROCESS
STUDENT’S RESPONSE
STUDENT’S STYLE OF
ENGAGEMENT
Engages in dialogue
Internalize and applies
CONTEXTUAL
Student receives
Student creates
assignment
Completed
Assignment
Assessment
Brief
Assessor writes
assessment brief
Student interprets
assessor’s feedback
Engages
(surface/deep
level) or
Disengages
Feedback on
Assessment
Assessor marks assignment and
creates feedback
Ignores
Rejects
Re-interprets
Other response
ASSESOR’S RESPONSE
ASSESSOR’S STYLE OF ENGAGEMENT
Contextual and Temporal Aspects of Feedback
Adapted from Handley, Price and Millar (2008)
Recommendations
• Issues of feedback and its importance in facilitating
learning should be addressed as early as possible in
the education programme.
• The skill of providing feedback should be
strengthened amongst the lecturers.
• Students should receive regular and consistent
information about their development and progress.
• Feedback about performance in assessments helps to
identify strengths and weaknesses, both in the
students and the curriculum, that allow for changes
to be made.
References
•
•
•
•
•
•
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Africa Competency Development, (2008). Assessor Training Workshop Manual, Africa
Competency Development (Pty) Ltd. Cape Town.
Gibbs, G., Simpson, C. (2004-05). Conditions under which assessment supports students’
learning. Learning and Teaching in Higher Education 1, 3-31.
Handley, k., Price, M., Millar J. (2008). When less is more: Students’ experiences of
assessment feedback. Oxford Brookes University.
Hounsell, D. (2003). 'Student feedback, learning and development'. In: Slowey, M. and
Watson, D. ed. Higher Education and life course. Buckingham: SRHE & Open University
Press.pp.67-78
Hyland, F., Hyland, K. (2001). Sugaring the pill: praise and criticism in written feedback,
Journal of Second Language Writing. 10, 185-212.
Knight, P., Yorke, M. (2004). Assessment, Learning and Employability. Maidenhead.SRHE and
Open University Press.
Weaver, M.R., (2006). Do students’ value feedback? Student perceptions of tutors´ written
responses. Assessment and Evaluation in Higher Education 31 (3), 379-394.