Giving Students More Choice in What Feedback They Receive – a Way of Improving Feedback Effectiveness?

Jackson, M., Marks, L., May, G. and Bhatti, S. (2020) Giving Students More Choice in What Feedback They Receive – a Way of Improving Feedback Effectiveness? 13th Annual University of Glasgow Learning and Teaching Conference, 01 Apr 2020. (Unpublished)

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In external surveys of student satisfaction it is apparent that feedback to students on coursework is consistently an area which scores poorly (eg Mulliner & Tucker, Assessment & Evaluation in Higher Education 2017, 42[2] 266-288). In particular, many students report that feedback is not useful to them and this perception may influence their engagement with feedback. One problem for us is that grading of coursework is generally anonymous, so that, when writing feedback, we comment on aspects that were good and areas for future improvement, but these comments may not address the key concerns of that student. We have no awareness of how a student might have been trying to apply previous feedback into the current assignment. Thus the feedback provided on the current assignment may not provide the student with any insight in relation to whether or not they have successfully applied previous feedback. Our recent study was undertaken in a post-graduate taught course. For the second semester 1 assignment, we invited students to identify one aspect of their report on which they would particularly like to receive feedback. For example, if previous feedback had highlighted a need to improve use of evidence from relevant literature to provide depth to the writing, and they had therefore put extra effort into getting this right in the current assignment, the student could request specific feedback on this point, thus helping to close the feedback loop. The effectiveness of this approach has been evaluated by individual questionnaires and focus groups to explore student views and to characterise overall trends in the type of feedback requested by students. Students were, in general, positive about the opportunity, and our results suggest that this approach may represent a way of increasing student engagement with feedback by allowing them greater interaction with the process.

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:May, Dr Gerhard and Bhatti, Dr Saeeda and Jackson, Dr Maria and Marks, Dr Leah
Authors: Jackson, M., Marks, L., May, G., and Bhatti, S.
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
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