PERSONALISING FEEDBACK TO SUPPORT
STUDENT RESEARCH AND ENQUIRY ACROSS
THE DISCIPLINES
NTU Learning
and Teaching
Coordinator
Network
NTU Learning and Teaching
Coordinators Network (LTCN)
Lesley Arthur (ADBE); Lisa
Clughen (A&H); Belinda
Ferguson (Edu); Christine
Hardy (A&D); Ann Liggett
(SS); Matthew Homewood
(NLS); Jon Tepper (S&T);
Graham Thomas (NBS)
10 March 2016
2
Capturing your feedback
Use this virtual wall to add your thoughts/examples
throughout the session and afterwards
Use your mobile device, enter the URL or scan QR
code and get typing!
You can add
text, photos,
videos and
documents
10 March 2016
3
Personalisation vs standardisation
Students want a personalised higher education experience – options
for a ‘tailored’ education but with a sense of fairness and clear rules
being maintained (Kandiko and Mawer 2013: 9)
There is evidence that students value
personalisation of their learning
experience and that the benefits
manifest in engagement with their
studies, motivation and selfconfidence. Empowering students to
be autonomous and independent
learners also has beneficial
consequences in terms of giving them
control over important aspects of
their own learning (QAA 2008:5)
10 March 2016
4
… that students value personalisation of their first year experience,
even though they are not familiar with this term. They like to be
known. They like personalised feedback. They like individual
attention (QAA 2008:84) and dialogue about their work (Miller 2006)
10 March 2016
5
Enquiry based learning
• Requires students to draw on and value existing knowledge (rather
than assume they occupy a deficit model);
• Encourages students to actively explore and seek out new evidence
for themselves (rather than waiting for the lecturer to provide all
their information); and
• Can help support the development
of peer networks and relationships
with staff
(Kahn and O’Rourke, 2005)
10 March 2016
6
It is a ..
… constructive development pedagogy … [in which] teachers model
the process of constructing knowledge in their disciplines, teach that
process to students and give students opportunities to practice and
become proficient at it (Baxter Magolda, 1999:9)
10 March 2016
7
The importance of feedback in EBL
EBL theoretically offers and important opportunity to integrate the
features of formative assessment holistically, by creating learning
environments which promote social learning, dialogue and varied
embedded feedback opportunities (Bloxham and Boyd, 2007)
Feedback is central to an enquirybased learning environment. Without
adequate feedback (…) students are
likely to underachieve'. (Lee et al.
2009)
10 March 2016
8
Feedback can encourage self-regulation
• Self-regulated learning is an active constructive process whereby
learners set goals for their learning and monitor, regulate, and
control their cognition, motivation and behaviour, guided and
constrained by their goals and the contextual features of the
environment (Pintrich and Zusho, 2002: 64)
• Feedback in EBL encourages this self-regulation
10 March 2016
9
Learning Systems Analysis & Design
• Requires students to
plan, analyse and
collaborate
• Traditional
lectures, seminars
and labs struggle to
promote these skills
(Oh Navarro & Van
der Hoek, 2005)
• Year 1 students
have little affinity
to learning software
engineering (Shaw &
Dermoudy, 2005)
Game-based EBL Project
• Open-ended GBL assessment brief
• Group project spanning 12 weeks
• Seminar and Lab Time used to review progress and
provide interim feedback
Assessment brief
You are required to design and model
a board game which teaches
managers about a systems
development methodology. The
methodology must be relevant to your
course (e.g. agile methodology for BSc
(H) Computer Science with Games
Tech, spiral methodology for BSc (H)
Information Systems).
In order for you to design and model
the game, you will be required to
move through the Planning and
Analysis stages yourself.
Deliverables
REPORT consisting of following sections:
I. Introduction to Team and Methodology
II. Team Concept Maps
III. Project Schedule & Risk Assessment
IV. System Proposal
V. Evaluation (STUDENT FEEDBACK!!!)
EBL Features
• Requires students to draw on and value existing
knowledge
o Concept maps to capture knowledge pre- and
post-activity
• Students have to actively explore systems
development methodologies relevant to their course
• Tutors do not have THE solution – the task is
divergent….students have to design their own game
and model it using the taught techniques
• Support is through designated seminars and
labs (tutor can correlate concept map of knowledge
with their models of the game i.e. applied
knowledge)
Feedback is inherently personalized
Helped take out basic
knowledge of SAD to a
higher level. We now feel
we have modelling skills
to carry out projects to a
high standard
Helped us to understand
the principles of SAD as
it made us go through the
stages ourselves to design
and model the game
Approach to
Assessment
Helped us to learn the
principles in the textbook
– brought them to life
Not a good idea – we felt a
system such as an on-line
ordering system would have
been better as we would apply
to real-world situation
‘showed’ us the advantages
and disadvantages of
different methodologies and
relevance to our
programme. We can now
justify the methdologies we
choose
Proved resourceful for
learning the tools we
have been taught
however we recommend
you are actually required
to build a prototype of
the board game rather
than just model it!
Seven principles of good feedback practice:
facilitating self-regulation
1. Helps clarify what good performance is (goals, criteria, expected
standards);
2. Facilitates the development of self-assessment (reflection) in
learning;
3. Delivers high quality information to students about their learning;
4. Encourages teacher and peer dialogue around learning;
5. Encourages positive motivational beliefs and self-esteem;
6. Provides opportunities to close the gap between current and
desired performance;
7. Provides information to teachers that can be used to help shape
learning
(Nichol and Mcfarlane-Dick, 2007:205)
1. 10 March 2016
15
Students Making Sense of Feedback
To be able to appreciate
feedback and formulate
subsequent actions,
students need to develop
evaluative skills in selfassessment to deconstruct
their feedback and learn
from the process (Irons
2008).
10 March 2016
16
Using feedback to improve performance
Action points from previous
feedback
How these will be addressed in
this assignment
Directed Learning Task –
Feedback from Belinda Ferguson
Be careful about how you present
arguments in terms of dates. Use
more up to date views, or
acknowledge the difference in historic
views of education. Received
30/09/14
This was a valid point and something
that has not been highlighted in my
previous work. I will now ensure that
my references are up to date and if I
am to use historic views I will ensure
that I recognise the contrast. I will be
sure to do this in my next assignment
and any assignment I undertake
afterwards.
I will seek advice from academics such
as my class teachers (at my
workplace) in order to improve my
sentence structure. I will then take on
board their advice and use it to
improve my next assignment.
I was pleased with this comment and
will continue to reference like I did in
the directed learning task.
Directed Learning Task –
Feedback from Belinda Ferguson
Be careful with sentence structure as
your point is lost in over-long
sentences. Received 30/09/14
Directed Learning Task –
Feedback from Belinda Ferguson
Good Referencing.
Received 30/09/14
Proposal for Research Methods –
Peer Review
My only suggestion would be to
possibly carry out an interview with
the class teacher (or someone who
sees the child on a daily basis) who
would be able to identify any changes
or significant information that may
otherwise be missed.
Received 26/10/14
Proposal for Research Methods –
Peer Review
How can you generalise results for all
ASD learners from one child; how will
you show that there might be a
differences in your results for different
ASD learners? Received 26/10/14
10 March 2016
Although this was a good suggestion I
decided against interviewing the class
teacher as I work closely on a one to
one basis with the child and feel the
information from the class teacher
wouldn’t be anything I didn’t already
know. I will ensure to include this
information and my reasoning in my
methodology.
I have been conscious to make sure
that the measurement of
‘development’ is not specific; this is to
allow for variations of circumstances
and children. As I am only focusing
on one child I will have to make
assumptions and consider the fact that
every child with ASD will learn
differently. If I was working on a
larger scale research task I would
choose more than one child. All this
information will be relayed in the
methodology section of my
assignment.
There was no issue with
this in this assignment
This was not a problem
in this work, you have
improved this
Your referencing
continues to be
correct
This was not clear in
the methodology, be
more explicit in
future
17
Editing Checklists
Warwick University
University of Hawaii
10 March 2016
York University
University of New South
Wales
18
University of Warwick
10 March 2016
19
Issues
•Too generic
•No personalisation / not contextualised
•No dialogue – tutors do not check for
understanding of feedback, discuss
strategy for development (self
regulation) or student progress through
use of feedback (see Dysthe 2011)
10 March 2016
20
Editing Checklists for Personalising Feedback
SAAH10011: Tutorial Module 201415 Full
Year
https://now.ntu.ac.uk/d2l/home/307485
10 March 2016
21
Personalising feedback using online diagnostic
testing
10 March 2016
22
Personalising feedback using online diagnostic
testing
10 March 2016
23
Personalising feedback using online diagnostic
testing
10 March 2016
24
Reflexive practice
Level 4 :Introduction
Basics & introduction, to develop key
skills
(we lead the students)
De-schooling:
Speed dating, the emphasis is upon challenging
pre- conceptions,
There are Mixed sessions including
BA & BSc students involved in team building
and contributing to debates.
Open Lectures
Reflection & PDP
(not ticking boxes)
The purpose of the reflective work is simply to
encourage the students to question and refine
their thinking about their understanding of
theory and practise.
Direct ties in to other practical modules
At different times the level 1 and level 2
students have a produced a visual essay. These
are useful to use as an academic conduit and
contributes significantly to the sales pitch.
Blooms taxonomy, Biggs and
cognition are mapped against the
appropriate levels progressively
Level 5:
Diagnosis, nurturing, reflection, & the
development of skills and maturity
linked to professionalism
(we work with the students)
This is one module. The students study three.
Return inductions
1The Sales Pitch
Characterizing themselves in a way which
articulates their strengths and weaknesses)
2The Critical Essay
(Why do you design?)
based upon the Universal
Principles Of Design
3The Digital Journal/ visual essay
Key characteristics of the year are:
Mixed sessions of- BA/BSc students- Open Lectures,
Reflection & PDP
The aim for many is the industry placement
of 30 weeks.
The year and our approach gradually allows
for the student to feel empowered by
the ‘level’ of content which they are allowed to
develop under guidance.
All assignments compliment each other;
these include Projects module (8)
Plus the ‘Prof Practice’ module
preparation for industry.
Level 6:Confirmatory
Application showing critical
understanding & a developing
Maturity
(the students lead and we support
them)
Return inductions
To re acquaint the students with the University, with
the focus upon what they need to do in their final
year. We take the students for a leisurely walk and
ask them 10 questions. To ensure that we dissipate
fears and nurture confidence, facilitated by our
actions and by the tone in our voices.
Detailed & individual
Student-led with mixed staff specialisms
Theory into practice
The dissertation must be related to their context
professionally. The research has to be relevant and
adhere to academic norms.
Varied outputs, lead to
Students have three choices: the Blue Sky project, a
Conference paper or a traditional dissertation
encouraging a positive approach to publications and
the exposition of their work.
The leitmotif of enquiry through learning was the mechanism we used to facilitate independent
informed thinking by using a variety of teaching methods and a tailored form of feedback to encourage
ownership
How is this achieved?
De Schooling, establishing
Links between the exercises on
levels 4 and 5 to nurture and re
enforce the theme to options in
their final year.
The context of feedback and
assessment is formative,
diagnostic, ipsative and summative.
1 Debates (level 4)
1 portrait (level 4)
Leading onto the essay’ Why I
design’ Level 5
FEEDBACK :transmit, decode,
evaluate and compare, then recognise
and reconstruct the knowledge, at that
point transfer to new concepts to
challenge established connections.
It is basic cognition based upon Beck’s
CBT.
10 March 2016
Level 6 3 options: Dissertation, conference paper or
their concept to develop. Students have explored a range
of intellectual paths by using feedback concerning the clarity
of their thinking, the process used encourages and helps the
student to create their own walkway as informed and
independent students. This work was rolled out under the HEA
banner by Mick Healey as good practise.
We feel it is a subset of the 3 r’s: reflective, reflexive
and relevant to the student.
26
Co-constructing
Feedback
Reflection on
Feedback
Log book
Tutorial record sheet
Summative
Assessment
Artefact
Sketchbook
Journals
10 March 2016
Assignment brief
Self-negotiated
Employer/staff generated
Individual
Group
Work on
assignment
Feedback tutorial
Tutor
Peer
Employer
27
Closing Comments
What’s on our wall?
10 March 2016
28
References
• Baxter-Magolda, M.B. (1999) Creating Contexts for Learning and Self-Authorship.
Nashville, TN: Vanderbilt University Press
• Bloxham, S and Boyd, P. (2007) Developing Assessment in Higher Education.
Maienhead: OUP
• Kahn, P. and O’Rourke, K (2005) Understanding enquiry-based learning. In Barrett, T.,
McLabhrainn, I. and Fallon, H (edits) Handbook of Enquiry and Problem-based Learning:
Irish Case Studies and International Perspectives. All-Ireland Society for Higher
Education (ISHE) www.aishe.org/readings/2005-2/contents.html
• Dysthe, O. (2011) ‘What is the Purpose of Feedback when Revision is not Expected?’ A
Case Study of Feedback Quality and Study Design in a First Year Master's Programme,
Journal of Academic Writing Vol. 1 No 1 Autumn 2011, 135–142
• Irons, A (2008) Enhancing Learning Through Formative Assessment and Feedback.
London. Routledge.
• Kandiko, C.b. and Mawer, M. (2013) Student Expectations and Perceptions of Higher
Education: Executive Summary. London: King’s Learning Institute
• Knox, H. and Wype J. (2008) The First Year Experience: Personalisation of the first
year. Mansfield: The Quality Assurance Agency for Higher Education
References (Cont)
• Lee, K, Marriott, S and Lowe, R (2009) Promoting and Evaluating Entrepreneurial
Learning: Assessing the Effectiveness of an Enquiry-Based Approach. The 4th European
Conference on Entrepreneurship and Innovation. The University of Antwerp, Belgium,
10-11 September 2009.
• Millar, J. (2010) 'Talking relationships: developing an understanding of staff-student
relationships constructed through assessment feedback'. Paper presented at the Society
for Research in Higher Education Conference, Newport, Wales, December.
• Nicol, D. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated
learning: a model and seven principles of good feedback practice’ (online), Studies in
Higher Education Vol. 31, No. 2, April 2006, pp. 199–218 Available via:
http://www.tandfonline.com/doi/abs/10.1080/03075070600572090#.VIhukU1yYdU.
[Accessed 10 December 2014]
• Pintrich, P.R. and Zuscho, A. (2002) Student motivation and self-regulated learning in
the college classroom. In Smart, J.C. and Tierney, W.G. (eds) Higher Education:
handbook of theory and research (vol. XV11) New York: Agathon Press
10 March 2016
30