Transcript Slide 1

Supporting the
Learning Journey
Helping students
get more out of
tutor feedback.
Dr Deirdre Burke
1
2 Support materials
Support and additional
materials available in
 Linked
webfolio:
http://eportfolio.wlv.ac.uk/viewasset.aspx?oid
=2211482&type=webfolio
 HumBox:
http://humbox.ac.uk/2333
 [email protected]
Making written feedback more effective
Tutors:
providing
feedback
how can we make it
easier for students to
understand our
comments and act on
them?
Text
Students:
using tutor
feedback
what strategies can
students use to
unpack feedback and
take actions to
develop skills?
4 Ask Approach
The ASK Approach
Attitudes- change in attitude to prevent
early closure on feedback
Strategies- introduction of range of
strategies for learning
Knowledge- both cognitive and practical
to guide student learning in relation to
feedback.
5 Student view
What is it like for students when
they get their feedback?
 Imagine
you are a student
when you read the essay
feedback on the handout
 You can remind yourself
about your essay on the
following slide.
 What do you think you could
do with the feedback?
 Set out the actions you
might take on.
War Studies WR1100 The Holocaust in an age of total war
Explore historical debates concerning two critical incidents
in the path to Auschwitz.
6
Student Number:
Semester 2. 2009
Assessment Feedback
1. Structure
Comments
You made good use of the question in your exploration of selected
evidence. However, you needed to identify each point more explicitly
at the start of each section.
1. Argument
You demonstrated an ability to make judgements on your selected
points, this is good. You can develop your work by making a stronger
link between the evidence to support such judgements, be it historical
fact or theories constructed by scholars. There were also opportunities
for you to explore the contradictory views of historians on the
significance of particular incidents.
1. Sources
Your essay seems to have been built on solid research, but it is
- appropriate
range important for you to think about how and when to use quotation.
consulted
What do you think a quote adds to your argument? How can you draw
- appropriate referencing out the significance for your argument?
Please follow a recognised system for your bibliography.
1. Clarity of expression
Your writing is generally clear, although I did note a difference
- presentation
between your own introduction and conclusion, and the middle
- writing style
section of exploring the evidence.
- grammar and spelling
Overall Comments:
Grade: Pass
In your essay you were able to demonstrate an understanding of the major events in the path to Auschwitz.
These conceptual strengths provide you with a platform on which you can work to develop your essay
technique and thus take your work to the next level. In all the following points it is a case of building on
what you are already doing quite well, to develop your work further.
7 Extract from student essay
Endless reasons have been offered in order to explain why the Nazis killed millions in death camps like
Auschwitz. On a timeline it is possible to see that the creation of Auschwitz wasn’t something
spontaneous, it was a culmination of events and actions which ended in Hitler’s decision to enforce ‘the
final solution’ with Auschwitz at the helm. To answer the question it is necessary to identify which of
these incidents were most critical to the forming of Auschwitz
From 1933-37 , Buchenwald, Sachsenhausen and Dachau concentration camps opened. These were the
first major of camps that the Nazis introduced to hold Jews, Gypsies, homosexuals, political prisoners and
all those they despised in tight confined conditions as prisoners; ‘institutions of incarceration for
opponents of the National Socialist regime who had committed no offence punishable in the traditional
German courts’. Dachau was the original camp specifically used for holding political prisoners, with
Buchenwald and Sachsenhausen holding ‘asocials’. These three were the nucleus of the concentration
camp system. The opening of these camps has immense significance and had the Nazis not deemed
them a success then perhaps there would have been no Auschwitz. This method of squeezing as many
numbers as possible was the main strategy used to isolate and remove Jews from society. But the
historic significance needs to be noted and there are not many incidents more critical in terms of the
holocaust and Auschwitz. Dehumanisation was the stepping stone towards human annihilation and this
ran parallel with the concentration to death camp developments.
Bibliography
Approaches to Auschwitz, Richard L Rubenstein & John K Roth, SCM Press Ltd 1987 pg 146
http://fcit.usf.edu/Holocaust/resource/plays/Dachau.htm
The Dark Valley; A Panarama of the 1930s, Piers Brendon, Vintage (2002)
8
‘Now I’ve got the feedback, what
do I do with it?’
 This
question from a first year student highlights
the issue raised by Gibbs (2006: 26):
‘The crucial variable appears not to be the quality
of feedback but the quality of student
engagement with that feedback.’
9 Actions
Actions on feedback
 Set
out the things you would do to follow
up this feedback:

10 Gap
Gap
 Walker
(2009: 76) raised the question ‘why
are tutors providing such a high
proportion of comments that are unlikely
to be usable?’
 MacLellan’s (2001) research provides one
answer to this question in the gap
identified between tutor and student
perceptions on the role of feedback
within student learning
Perceptions of feedback- which is which? Staff/ students?
A
B
Feedback is helpful sometimes (73%) frequently (43%)
in detail
Feedback prompts
discussion with
tutor
never (50%)
frequently (63%)
Feedback helps to
understand
assessment
sometimes (62%) frequently (50%)
Feedback improves sometimes (72%) frequently (49%)
learning
Students
Staff
Feedback is helpful sometimes (73%) frequently (43%)
in detail
Feedback prompts
discussion with
tutor
never (50%)
frequently (63%)
Feedback helps to
understand
assessment
sometimes (62%) frequently (50%)
Feedback improves sometimes (72%) frequently (49%)
learning
13 Discussion
Feedback prompts discussion with tutor
Students
Staff
Frequently
2%
63%
Sometimes
46%
30%
Never
50%
8%
Don’t know
2%
0
MacLellan, E. (2001) Assessment for learning: the differing perceptions of tutors
and students, Assessment and Evaluation in Higher Education, 26(4): 307–18.
Interesting information from study which reveals a gap between tutor and
student perceptions of feedback.
14 Dissatisfaction
confused, frustrated and dissatisfied
 Walker
(2009) areas of dissatisfaction:
- it is too brief,
- uses terms students do not understand,
- makes assumptions about the amount of
work students have done.
15 Unconsolidated
Unconsolidated argument!
 ‘Unconsolidated
argument! What on
earth does that mean?’
 Tutors may not remember what it was like
to be a learner receiving feedback on
their work, as Falchikov (1995: 157)
reminds: ‘There is a great deal that we as
teachers can learn from students about
the level and quality of feedback they
find most useful.’
16 What students want
What students want
a quick response,
 to be able to read the feedback,
 to relate to marking criteria,
 to be consistent.
 to indicate how they can move their
learning on, (whatever the level of
achievement.)

17 Developmental
Developmental aspect
‘Two themes emerged strongly. One was
that they wished to be told what they had
got wrong, and why, and how to do better.
It should be noted that the ‘why’ indicates
a wish for an explanation.
The other was that they would appreciate
being given things to work on or watch out
for in future assignments, or just receiving
general suggestions for their future
assignments.’ (Walker, 2009: 75)
18 Chart Helping students
Ways to help students get more
out of feedback: suggestions
Provision
Unpacking
Action
19 Chart Helping students
Ways to help students get
more out of feedback
Provision
Unpacking
Action
Preparing
Preparing for a
tutorial
Provision of support
materials
- Information
- Online tutorials
- Skills tutorial
- Exemplars
Feedback/
Feedforward
Main area to work on
Hyperlinks to follow
up
Tutorial discussion
20 Chart Helping students
How can we help students
get more out of feedback?
Provision
Unpacking
Action
Preparing
Preparing for a
tutorial
Provision of support
materials
- Information
- Online tutorials
- Skills tutorial
- Exemplars
Feedback/
Feedforward
Main area to work on
Hyperlinks to follow
up
Tutorial discussion
21 : Be prepared
Activity: Be prepared – preparing students
for your feedback
How does your subject and module
literature guide students on how to use
tutor feedback?
Do they know what kind of feedback to
expect?
 Do they know what to do with your feedback?
Do you provide suggestions for tutorial,
literature or electronic support?
22 Proforma with explanation
Student Number: Use only your student number, do not include your name as we follow a
policy on anonymous marking.
Module code and title: Task: this helps you to ensure that you have focused on the set task.
Learning outcomes: Set out the specific learning outcomes for this task.
Referencing
Structure
Analysis
Overall comment:
Feedback
Feedforward
This section feeds back on
how far your review met
these requirements.
This section offers suggestions
for your future improvement.
This may include hyperlinks to
resources that help you
develop your skills and
understanding.
Grade: Refer to the Scale to interpret your grade.
Staff recommendation: main area for you to work on to improve your grades.
This section helps you to prioritize your efforts by highlighting the main point from the feedback. This can
help you take the first step for acting on feedback
Student action: make a note of your intentions on reading this feedback
This section is for you to complete when you have thought about this feedback. Make a record of your
thoughts so you can put them into action before you start on your next assignment.
Tutors:
providing
feedback
23 Feedback/Feedforward
to help students differentiate
between feedback on work,
 and feedforward for future
learning
- help students move from being
passive recipient of feedback
- to help students see benefit of
feedforward for developing skills
- to help students see how to work
on the feedback in specific ways
- to motivate students by providing
them with advice to improve
their learning at the time they
receive the feedback

Structure
Feedback
Feedforward
You showed a
good level of
engagement
with the
material, but
your focus on
the question
could have
been tighter.
Think about how
you plan your
essays, check out
guidance in study
skills texts.
24
Assessment Feedback
Feedback
Feedforward
1. Structure
You made good use of the question
in your exploration of selected
evidence. However, you needed to
identify each point more explicitly
at the start of each section.
2. Argument
You demonstrated an ability to
make judgements on your selected
points, this is good. There were also
opportunities for you to explore the
contradictory views of historians on
the significance of particular
incidents.
You can develop your work by
making a stronger link between the
evidence
to
support
such
judgements, be it historical fact or
theories constructed by scholars.
Your essay seems to have been built
range on solid research, but it is important
for you to think about how and
when to use quotation.
Please follow a recognised system
for your bibliography.
Your writing is generally clear,
4. Clarity of expression
although I did note a difference
- presentation
between your own introduction and
- writing style
conclusion, and the middle section
- legibility, grammar of exploring the evidence.
What do you think a quote adds to
your argument? You need to think
about how can you draw out the
significance for your argument in
future assignments.
3. Sources
- appropriate
consulted
- appropriate
referencing
and spelling
Tutors:
providing
feedback

to provide students with a
starting point

Too much information
can be confusing

May not know where to
start
25 Proforma One area/ action
Staff recommendation: Main area for you to work
on to improve your grade:
Identify the one area that if improved would
lead to a higher grade:
26
Assessment
Feedback
1. Structure
Feedback
2. Argument
You demonstrated an ability to make
judgements on your selected points,
this is good. There were also
opportunities for you to explore the
contradictory views of historians on
the
significance
of
particular
incidents.
Your essay seems to have been built
on solid research, but it is important
for you to think about how and when
to use quotation.
Please follow a recognised system for
your bibliography.
You made good use of the question in
your exploration of selected evidence.
However, you needed to identify each
point more explicitly at the start of
each section.
3. Sources
4.
Clarity
expression
Feedforward
of
You can develop your work by making a stronger link between
the evidence to support such judgements, be it historical fact
or theories constructed by scholars.
Explore this tutorial to consider
What do you think a quote adds to your argument? How can
you draw out the significance for your argument?
Explore this information about referencing to develop a more
academic use of quotation:
Your writing is generally clear,
although I did note a difference
between your own introduction and
conclusion, and the middle section of
exploring the evidence.
Staff recommendation: Main area for you to work on to improve your grades.
Tutors:
providing
feedback
to provide students
with a starting point
27 Proforma One area/ action

With guidance on
where to make such
a start

Staff recommendation: Main area for you to
work on.
You must take note of published sources to
distinguish between summaries and opinions.
Please explore this guidance on quotation to make
appropriate use of both:
Tutors:
providing
feedback
28
Providing hyperlinks
Stephani, 1998
students want information on
how to develop their work.
 Students often fail to follow up tutor feedback
because they don’t know what to do with it (Burke
2007).
 focus on ‘pedagogic role’ of written feedback,
can ‘facilitate learning’ by making it easy for
students to follow-up feedback advice
 This process can help to make transparent the
‘academic conventions’ that tutors may take for
granted (Lillis & Turner, 2001: 66).
 use of subject specific examples helps students
‘see’ how skills requirements for planning,
structuring and referencing look within their own
discipline.

29
List of hyperlinks
Information
Online Tutorials
Exemplars
Check out this guidance on
Writing critically:
http://www.monash.edu.au/l
ls/llonline/writing/arts/history/
1.xml#faq18
Try this tutorial on Analysing
historical claims:
http://www.monash.edu.au/l
ls/llonline/writing/arts/history/
2.2.xml
Explore this student’s attempt
to analyse the evidence:
http://www.monash.edu.au/l
ls/llonline/writing/arts/history/
3.1.3.xml
Check out this guidance on
the Features of academic
writing:
http://www.uefap.com/writin
g/writfram.htm
Try this tutorial on Avoiding ‘I’:
http://www.monash.edu.au/l
ls/llonline/writing/arts/sociolo
gy/2.3.1.xml
See Renee’s use of precise
and accurate language
http://www.monash.edu.au/l
ls/llonline/writing/arts/sociolo
gy/3.1.3.xml
Check out this guidance on
using citations:
http://www.monash.edu.au/l
ls/llonline/writing/general/ess
ay/analysingcitations/index.xml
Try this tutorial on using
Harvard
http://www.monash.edu.au/l
ls/llonline/writing/general/ess
ay/analysingcitations/index.xml
Look at this example of an
essay with Harvard citations:
http://www.monash.edu.au/l
ls/llonline/writing/general/ess
ay/analysing-citations/2.xml
Example of hyperlinks to support learning
30
Assessment
Feedback
1. Structure
Feedback
2. Argument
You demonstrated an ability to make
judgements on your selected points,
this is good. There were also
opportunities for you to explore the
contradictory views of historians on
the
significance
of
particular
incidents.
Your essay seems to have been built
on solid research, but it is important
for you to think about how and when
to use quotation.
Please follow a recognised system for
your bibliography.
You made good use of the question in
your exploration of selected evidence.
However, you needed to identify each
point more explicitly at the start of
each section.
3. Sources
4.
Clarity
expression
Feedforward
of
You can develop your work by making a stronger link between
the evidence to support such judgements, be it historical fact
or theories constructed by scholars.
What do you think a quote adds to your argument? How can
you draw out the significance for your argument?
Explore this information about referencing to develop a more
academic use of quotation:
Your writing is generally clear,
although I did note a difference
between your own introduction and
conclusion, and the middle section of
exploring the evidence.
Staff recommendation: Main area for you to work on to improve your grades.
Try this tutorial on using Harvard to help you make more of ‘quotation’ in future essays
http://www.monash.edu.au/lls/llonline/writing/general/essay/analysing-citations/index.xml
Sharpen Up Your Skills
http://www.wlv.ac.uk/l
ib/skills_for_learning.as
px
Critical thinking and
reflection:
http://learnhigher.ac.uk/Stud
ents/Critical-thinking-andreflection.html
UEfAP
Using English for
Academic Purposes
http://www.uefap.co
m/writing/writfram.htm
Key web
sources for
skills advice,
tutorials and
exemplars
Monash: Language
and Learning Online
http://www.monash.e
du.au/lls/llonline/writin
g/index.xml
Annotated Assignments:
Health Sciences
http://www.monash.edu.au/l
ls/llonline/writing/medicine/h
ealth-sciences/2.xml
Writing for Assignments Elibrary (WrAssE)
http://www.learningdevelop
ment.plymouth.ac.uk/wrasse
/results.aspx
Study Guides and
Strategies
http://www.studygs.ne
t/
Using feedback and
working with tutors:
http://www.studygs.net/feed
back.htm
31
Topic
Information
Academic writing
Check out this guidance on
the Features of academic
writing:
http://www.uefap.com/writin
g/writfram.htm
Chart of hyperlinks
Tutorials/ Activities Exemplars
Try this tutorial on academic
writing:
http://www.monash.edu.au/lls/llonline
/writing/arts/sociology/2.3.xml
Renee's Sociology essay illustrates
the use of precise and accurate
language
http://www.monash.edu.au/lls/llonline/
writing/arts/sociology/3.1.3.xml
Analysis
Try this tutorial on Analysing
historical claims:
http://www.monash.edu.au/lls/llonline
/writing/arts/history/2.2.xml
Explore this student’s attempt to
analyse the evidence:
http://www.monash.edu.au/lls/llonline/
writing/arts/history/3.1.3.xml
Conclusions
Try this tutorial on writing
introductions
http://www.monash.edu.au/lls/llonline
/writing/arts/sociology/2.2.2.xml
Explore this conclusion and the
advice to make it stronger:
http://www.monash.edu.au/lls/llonline/
writing/arts/history/3.1.3.xml
Try this tutorial on Writing
introductions
http://www.monash.edu.au/lls/llonline
/writing/arts/philosophy/2.3.xml
Explore how Meg introduces her
essay and her tutor’s comments:
http://www.monash.edu.au/lls/llonline/
writing/arts/history/3.2.3.xml
Try this tutorial on Linking main
points
http://www.monash.edu.au/lls/llonline
/writing/arts/english/2.2.3.xml
Explore this essay to see where the
linking could be developed:
http://www.monash.edu.au/lls/llonlin
e/writing/arts/history/3.1.3.xml
Introductions
Linking points
Explore this webfolio
on introductions:
http://eportfolio.wlv.ac.uk/vi
ewasset.aspx?oid=1112528&
type=webfolio
32
Tutors:
providing
feedback
 Students
-
-
-
-
-
33 Linked webfolios
are provided with a
hyperlink to a webfolio
this reminds students of the
Consult the linked webfolio for initial guidance
assessed task
and illustrations of good practice:
http://pebblepad.wlv.ac.uk/webfolio.aspx?webf
provides exemplars of studentolioid= 966245
You can follow up this feedback by arranging a
work on the specific task
one-to-one session with a Skills Tutor in The
Support Office MC238, Tel: 01902
breaks down the structure of Student
323365.
the feedback form
provides guidance on
referencing
short examples to illustrate
good practice
34 Chart Helping students
How can we help students
get more out of feedback?
Provision
Unpacking
Action
Feedback/
Feedforward
Preparing for a
tutorial
Provision of support
materials
- Information
- Online tutorials
- Skills tutorial
- Exemplars
Main area to work on Tutorial discussion
Hyperlinks to follow
up
Students:
using tutor
feedback
Good points
Note these so you do them again
36 Unpacking Feedback
Areas for improvement
Draw out the main area to work on
Good range of research, using Consistent use of referencing system
recommended texts and finding other for citations in your text and in your
appropriate sources.
bibliography.
35
36 Preparing for a tutorial
Students:
using tutor
feedback
 use
of template can
empower student
 preparation
questions
 moves
of actual
Activity: Invite students to complete the ‘Preparation for a
tutorial section of the form.
Use these prompts to prepare for a tutorial with your module tutor.
Make an appointment with your tutor, take this form and your
assignment to the tutorial.
Feedback that you Fill in the actions you intend to take on these
understand
points and discuss with your tutor
You should make
more use of the
quotations you
include.
through stages
Feedback that you
do not understand
I understand this to mean that when I include a
quote I should draw out the implications that the
quote has for my essay. The quote might back up
the point I am making, or it might offer a
different perspective so I can use it as a jumping
off point for the next part of my essay. In either
case I need to make explicit reference to my
reason for including the quote.
Students:
using tutor
feedback
Feedback you understand
What has your tutor written?
You should make more use of quotation
Feedback you do not understand
What has your tutor written?
38 Unpacking Feedback
What do you understand this to mean?
I understand this to mean that when I
include a quote I should draw out the
implications it has for my essay. It might
introduce a topic, or back up a point, or
introduce a different opinion.
Questions you want to ask
Unconsolidated argument!
37
38 Chart Helping students
How can we help students
get more out of feedback?
Provision
Feedback/
Feedforward
Unpacking
Preparing for a
tutorial
Main area to work on Tutorial discussion
Hyperlinks to follow
up
Action
Provision of support
materials
- Information
- Online tutorials
- Skills tutorial
- Exemplars
Tutors:
providing
feedback









39 Recording a tutorial
Template provides a way of structuring and recording tutorials
The learning need identified in the essay feedback is identified
discussion with student indicates their understanding of this learning
need
Feedback Tutorial Example
follow-up
Summary of Learning Needs to be developed:
information:
Your tutor noted that you demonstrated a good understanding of the general
online tutorials:
topic but that you needed to develop your planning so that you use the
information to answer the set question.
Exemplars:
Hyperlink added
form emailed.
- specific feedback from Tutor We looked at the tutor feedback and
- identified from looking at comments on the text of your essay to see
work
where you could have used material
more explicitly, and also at the
importance of cutting out material that
was not relevant.
Hyperlinks: These links will take you to sources that will support your
learning:
Try
this
tutorial
on
Structuring
an
argument
http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml
39
40 Where to go for help
Planning
Skills tutor
Module tutor
Referencing
Subject librarian
Module tutor
Subject
resources
Subject librarian
Module tutor
Grammar
Skills tutor
eTutor
Who to
contact
?
Unpacking
feedback
Skills tutor
Module tutor
Stress
Academic
counselor
Peers
How am I
doing?
Personal tutor
Module tutor
Analysis
Skills tutor
Module tutor
41 Action Plan
Action Plan
Issue
Did not answer set
question fully
Tutor Advice
Action to be taken
Check out the guidance
under ‘questions’ to
understand the question
better:
http://www.uefap.com/wr
iting/writfram.htm
Undertake the tutorial
then book a session with
a skills tutor to check
planning for next
assignment.
Neville, C. (2009) How to
Improve your assignment
results. McGraw-Hill.
You have not answered the
question.
Your work is more
descriptive than critical.
You did not tell me
anything new.
Your English is weak; it was
difficult to follow your
arguments
http://books.google.com/books?id=RAXyNwAACA
AJ&dq=neville+How+to+Improve+Your+Assignmen
t+Results&hl=en&ei=mprOTJv5Ls6Oswb96t2WCA&s
a=X&oi=book_result&ct=result&resnum=1&ved=0C
DIQ6AEwAA
43 Student views
‘This exercise was
interesting and helpful
to complete, since I
misunderstood some
feedback I received
and if I did not
complete this exercise, I
would have continued
doing what I was, which
would have had a
negative impact on my
work.’
‘I realize that in order
to develop my study
skills I have to make an
effort. I need to
research these topics
in the same way I do
other aspects of my
work.’
44 Questions
Questions/ issues for
discussion
45 Summary strategies
Strategies to help students
get more out of feedback
Provision
Unpacking
Action
Preparing
Preparing for a tutorial
i. Feedback/
Feedforward
Tutorial discussion
Provision of support
materials
- Information
- Online tutorials
- Skills tutorial
- Exemplars
ii. Main area to work
on
iii. Hyperlinks to follow
up
46 Follow up sources
Follow up suggestions
Bevan, R., Badge, J., Cann, A., Willmott, C. and Scott, J. (2008) Seeing eye-to-eye? Staff and
student views on feedback. Bioscience Education, 12(1). <http://
www.bioscience.heacademy.ac.uk/journal/vol12/beej-12-1.aspx> (accessed 4 August 2009).
Useful article based around a survey with first year bioscience students on provision and
utilization of feedback. Useful charts to show student views and also backed up by
qualitative information from focus groups with students.
Bloxham, S. and West, A. (2007) Learning to write in higher education: students’ perceptions
of an intervention in developing understanding of assessment criteria. Teaching in Higher
Education, 12(1): 77–89.
Useful article that shares the results of a follow-up survey with students to see how they
continue to apply input on feedback in later learning.
Duncan, N. (2007) ‘Feed-forward’: improving students’ use of tutors’ comments, Assessment
and Evaluation in Higher Education, 32(3): 271–83.
Research in school of education on student perceptions of tutor feedback and their view
of the value of interventions in the process of writing an essay.
Duncan, N., Prowse, S., Burke, D. and Hughes, J. (2007) ‘. . . do that and I’ll raise your grade.’
Innovative module design and recursive feedback. Teaching in Higher Education: 437–45.
Research in School of Education on student engagement with the opportunity to act on
feedback on a draft before final submission.
47 Burke refs
Burke, D. & Pieterick, J. (2010) Giving Students Effective Written Feedback. Maidenhead:
McGraw-Hill & Open University Press.
Burke, D. (2007a) Engaging students in personal development planning: profiles, skills
development and acting on feedback. Discourse: Learning and Teaching in Philosophical and
Religious Studies, 6(2): 107–42.
Report on personal development planning approach with Religious Studies students, which
focused on the benefits of resubmitting assignments in the light of tutor feedback.
Burke, D. (2007b) Getting the most out of feedback, in D. Nutt and J. Tidd (eds) European First
Year Experience: Conference April 2006, Teesside, University of Teesside: 36–49.
An exploration of the benefits for student learning from tutor feedback by way of the Using
Feedback Effectively form.
Burke, D. (2008) Using electronic sources to help students get more out of tutor feedback, in J.
Pieterick, M. Lawton and R. Ralph (eds) European First Year Experience Conference 2008,
University of Wolverhampton.
Report on the use of hyperlinks in tutor feedback to direct students to materials to enable
students follow up issues in feedback.
Burke, D. (2009a) Strategies for using feedback that students bring to their degree course: an
analysis of first year perceptions at the start of a course in Humanities. Assessment and
Evaluation in Higher Education, 34(1): 41–50.
Report on induction research with a large cohort of humanities students, which identified the
range of starting points in relation to understandings of tutor feedback and its place in student
learning.
.
Purposes of feedback
48 Purposes
1.
to justify the mark awarded;
2.
to show how far learning outcomes have been achieved;
3.
to comment on the develop of subject academic literacy;
4.
to motivate the student by praising achievements
5.
to identify areas that the student needs to develop;
6.
to suggest resources for the development of student
learning;
to explain why aspects are correct and worthy of praise;
7.
8.
9.
to explain why aspects are not appropriate and show what
would be an appropriate expression;
to identify the gap between current performance and
desired performance at that level of study.
49 ASK approach
• ATTITUDE: Non-collection/ not following up advice
We need to help students rethink their belief in
assignment/learning closure
Build into module design the need to receive and act on
feedback, and ensure students are rewarded for doing so.
• STRATEGIES (recognition of variety of learning styles/ needs):
• electronic links: learning materials and resources
• academic study skills feedback tutorials
• self-and peer-assessment
• subject feedback tutorials (formative and summative)
• workshops (skills and developmental)
• KNOWLEDGE (cognitive and practical): Understanding the
need to act on feedback. Knowing how to act on feedback.
Knowing that the development of skills is a personal investment
of time. Acting – taking practical steps beyond merely
acknowledging the need to or intentions to.