You’ve taught the content, talked through the assessment, answered students’ questions, explained the marking criteria, answered more questions, clarified expectations, reminded students of the due date, prepared your marking team, and, finally, marked all the papers. It’s all over! Or is it? Perhaps it’s just begun?
Now is the time for feedback to take centre stage: feedback that provides students with a highly individualised learning opportunity, and feedback that will improve learning, teaching, and assessment in your subject for the rest of this session and beyond.
Feedback for learning
In order to benefit from the feedback you have painstakingly supplied, students need to understand its value and act on it. There is strong evidence to suggest that students often don’t read feedback because they are focused on the grade (Duncan, 2007; Garcia-Sanpedro, 2012), especially in an online environment (Baker & Zuvela, 2012), or they view feedback as one-off and linear rather than an iterative means to improve future learning (Hine & Northeast, 2016). How can ALLaN help you change this? I’m glad you asked!
- Use the very simple feedback grid in NORFOLK or in the Resources section of the English Language, Literacy and Numeracy Policy at CSU Interact2 Organisation site to provide feedback on the students’ language, literacy, and numeracy skills and direct them to the ALLaN team to work on these skills. This will help improve the readability of submissions for the next round of assessments!
- Upload a link to this short “Learning from Feedback” video in an announcement that explicitly draws attention to the type of feedback students will be given and how they should use it.
- Upload this short video on ALLaN services in an announcement that encourages students to access ALLaN support.
- In readiness for the next time the subject is run, make changes to the assessment instructions, marking criteria, and performance descriptors while issues are fresh in your mind. I am happy to work with you to address the clarity, objectivity, reliability, instructiveness, and differentiation of language used.
- Give me a call to discuss strategies to address typical language, literacy, and numeracy issues evident in the submissions. I can develop or contextualise resources, design some literacy windows, facilitate a workshop (online or f2f), or annotate a text to illustrate what good writing looks like.
- Send me a list of students in need of targeted literacy or numeracy support. I can arrange for an ALLaN Adviser to contact them to encourage them to make a series of appointments based around an individualised learning plan which will give them the best chance of success.
Baker, D. J., & Zuvela, D. (2012). Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment & Evaluation in Higher Education, 38(6), 687-697. doi: 1080/02602938.2012.691153
Duncan, N. (2007). “Feed-Forward”: Improving students’ use of tutors’ comments. Assessment & Evaluation in Higher Education, 32(3), 271-283. doi: 10.1080/02602930600896489
Garcia-Sanpedro, M. J. (2012). Feedback and feedforward: Focal points for improving academic performance. Journal of Technology and Science Education, 2(2), 77-85. doi: 10.3926/jotse.49
Hine, B., & Northeast, T. (2016). Using feed-forward strategies in higher education. The terrifying novel assignment: using feed-forward to improve students’ ability and confidence on assignments that test new skills. New Vistas, 2(1), 28-33. http://repository.uwl.ac.uk/2012/1/Hine_Northeast%202016%20New_Vistas_V2I1.pdf