Transcript Document

'What is the answer
to Question 9?'
Sue Burkill Education Enhancement
Richard Winsley, Health and Sports Science
The National Student Survey
Top ten in all three NSS surveys
7th in the 2007 NSS
Ahead of the ‘competitor group’
What about assessment and
feedback?
Five questions
Assessment clarity & fairness
Timeliness of feedback
Quality of feedback
Top of ‘competitor group’
12th overall
An
dr
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s
132
137
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ur
gh
130
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gh
am
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127
Br
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119
Ba
th
117
Yo
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ha
m
111
Ne
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as
t le
rm
101
Bi
84
W
ar
wi
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on
17
So
ut
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m
16
Du
rh
am
12
Lo
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St
Ex
et
er
percentage positive answers
NSS Assessment & Feedback - Exeter and Top 10 Competitor Group
71%
66%
61%
56%
51%
46%
138
Ar
ts
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m
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10
Ex
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Bu
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ha
m
Op
en
percentage positive answers
NSS Assessment & Feedback - Top HEIs
90%
85%
80%
75%
70%
65%
12
What about question 9?
Positive responses 66%
Negative responses 15%
Varied greatly between subjects
High of 83% (7%)
Low of 39% (35%)
In most cases was the lowest score
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percentage positive answers
NSS Assessment & Feedback Question 9 - Top HEIs
Feedback on my work has helped me clarify things I did not understand
88%
82%
76%
70%
64%
58%
10
28
Students do not think ‘feedback on
their work has helped them
clarify things they do not understand’
•Why might this be the case?
• What might we do about it?
Your views … what is the
problem?
Discuss in small groups
About five minutes
Student views… what is the
problem?
Question problems –ambiguous/ bad
Does ‘understand’ refer to content and/or
style?
Does it only refer to summative
assessment?
Written ‘on’ is taken literally discounting
oral comments
Student views… what is the
problem?
Good work does not get enough
comments
People at the top still want to know what
else they could do to improve
Sparse commentary can ignore
‘understanding’
Too much focus on structure/style
Your views… solutions?
• How have you already addressed
these concerns?
• Examples from SHSS
• Others?
Student views… solutions?
Focus more on content/ less on style
Use feedback sheets which specify
understanding as a criteria
Don’t overreact…
’Do you want to be in a University which
bases its entire operations on the results
of a national survey’
Some ideas from the recent
publications…
Understand what is meant by ‘task understanding’
• Figuring out what you are being asked to do
• Activating relevant knowledge and experiences
• Constructing a personal representation for the
assignment
Continued….
Help students with task understanding by
being more explicit throughout
actively involving students
before (in setting assignments),
during (reviewing assignments and
after (revisiting/peer reviewing feedback)
Reference
Hadwin, Allyson (2006) Optimizing Learning
Environments. Learning & Teaching Centre
University of Victoria. Currents Vol. II, No. 3,
August 2006,p.1
http://www.uvic.ca/terc/ Reprinted with
permission in Tomorrow’s Professor