July 1, 2011 1 Comment
I ran a session at the LDC conference last week called ‘an undergraduate guide to feedback’. I showed a few of the different ways in which we deliver feedback to students in the School of Social Sciences. This included using Wiki’s for continuous feedback, using the quiz tool in moodle to deliver operational feedback to students, and paying PhD students to write a guide to feedback for undergraduates with the purpose of providing students with a clearer idea of what we expect them to do with their feedback, and PhD students a more comprehensive idea of the types of feedback they should be giving undergraduates when they are marking.
I then opened the topic up to the floor for debate, first we discussed the different types of feedback that others were using in their Schools, and this ranged from using video and audio to providing group feedback for assignments.
We also had some students in the audience so I asked them to think of the most useful and productive feedback they had received as students and they came up with the following list of feedback preferences:
- General points delivered to the entire class before they received their grade
- Feedback that is delivered electronically as they often have difficulties deciphering handwriting
- Lessons learned from previous years students
- The option to discuss feedback with a tutor or module leader specifically in the first year
- Voice recording (Audio Feedback)
We then moved the session on to try and write a series of tips for academic staff writing feedback for undergraduates. The audience was made up of Academics, Support Staff and Students who all helped input into the following list of tips/ideas:
- Consider giving general feedback across the class before grades are released so students engage.
- Stay away from Jargon and ensure students understand the language you are using i.e. critical discussion
- Criteria specific – link your feedback to your assessment criteria
- Don’t hand write – consider electronic feedback (moodle?) or typed cover sheets, students have problems with handwriting.
- All feedback needs to be appropriate to the type of assessment – one size does not fit all!
- Suggest solutions, don’t just point out errors!
- Make sure you let the students know when you are giving feedback – flag it as feedback!
- Be creative consider audio, peer assessment and other innovative forms of feedback.