Deirdre Burke: Lecturer Elora Marston: Study Skills Advisor University of Wolverhampton Working in partnership Feedback tutorial template.

Deirdre Burke: Lecturer Elora Marston: Study Skills

AdvisorUniversity of

Wolverhampton

Working in partnershipFeedback tutorial template

Student use of feedbackDo not read feedback, when read is often

misunderstoodEven when read and understood is rarely

acted upon(Falichikov,1995, 159) lack of guidance for students on what to do

with feedback (Weaver 2006)No guidance on how to address issues in

tutor feedback (Burke 2007) lack of clarity on what appropriate work

would look like (Sommers 1982).

Students Staff

Feedback is helpful in

detail

Sometimes (73)

Frequently (43)

Feedback prompts

discussion with tutor

Never (50)

Frequently (63)

Feedback improves

learning

Sometimes (72)

Frequently (49)

Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.

Gap in perceptions of feedback

How do I find out

what ‘more analysis’ means?

Study Skills AdvisorRoleTo deal with a range a issues students

wanted help with

Help unpick tutor feedback

Suggest further resources or support staff

Be a critical friend

Feedback Tutorial ExampleSummary of Learning Needs to be developed: Your tutor noted that you demonstrated a good understanding of the general topic but that you needed to develop your planning so that you use the information to answer the set question.

- specific feedback from Tutor- identified from looking at work- response to student query

We looked at the tutor feedback and comments on the text of your essay to see where you could have used material more explicitly, and also at the importance of cutting out material that was not relevant.

Hyperlinks: These links will take you to sources that will support your learning:Please follow guidance below to let us know how these links helped you follow up tutor feedback.

Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml

Feedback from student:Please <select> these questions and <copy> them:Does the provision of hyperlink make you more likely to follow up advice? Yes/ NoDid the particular links meet your learning needs? Yes/ NoPlease add any comments on this feedback activity:Then click on the link below and<paste> the questions into the email, fill in your responses and send it back to the project [email protected]

Guidance about Online tutorial ExamplesIntroductions: Check out this guidance on

Writing Introductions and Conclusionshttp://asp.wlv.ac.uk/level5.asp?level5=5556

Try this tutorial on Writing introductions http://www.monash.edu.au/lls/llonline/writing/arts/philosophy/2.3.xml

Explore how Meg introduces her essay and her tutor’s comments on why this was a good introduction:http://www.monash.edu.au/lls/llonline/writing/arts/history/3.2.3.xml

Analysis: Check out this guidance on Writing critically: http://www.uefap.com/writing/writfram.htm

Try this tutorial on Analysing historical claims: http://www.monash.edu.au/lls/llonline/writing/arts/history/2.2.xml

Explore this student’s attempt to analyse the evidence: http://www.monash.edu.au/lls/llonline/writing/arts/history/3.1.3.xml

Conclusions: Check out this guidance on Writing Introductions and Conclusionshttp://asp.wlv.ac.uk/level5.asp?level5=5556

Try this tutorial on writing conclusions: http://www.monash.edu.au/lls/llonline/writing/arts/sociology/2.2.2.xml

Explore this conclusion and the advice to make it stronger:http://www.monash.edu.au/lls/llonline/writing/arts/history/3.1.3.xml

Academic writing Use of precise and accurate language

Check out this guidance on the Features of academic writing: http://www.uefap.com/writing/writfram.htm

Try this tutorial on academic writing: http://www.monash.edu.au/lls/llonline/writing/arts/sociology/2.3.xmlTry this tutorial on Avoiding ‘I’: http://www.monash.edu.au/lls/llonline/writing/arts/sociology/2.3.1.xml

Renee's Sociology essay illustrates the use of precise and accurate languagehttp://www.monash.edu.au/lls/llonline/writing/arts/sociology/3.1.3.xml

Benefits of templateClear direction to session

Useful and organized links for skills tutors to refer to

Tangible links and email for follow up by students

Encouraging feedback from students to improve on advice

Underlying pedagogyStudents need to take ownership of their work,

to accept and understand tutor comments to align their work against learning outcomes

Formative feedback encourages students to develop their work to achieve ‘academic literacy’ = writing in the way required by their discipline

Role of exemplars to help students ‘see’ what is required by their subject, also seeing other work helps students to be objective about their own work.

Centre for Excellence in Teaching and Learning: Critical Interventions for Enhanced Learning (CIEL)

The ASK approachATTITUDE: change- to help students rethink

their belief in assignment/learning closure STRATEGIES (recognition of variety of learning

styles and needs as a starting point): electronic links/ academic study skills feedback tutorials

KNOWLEDGE (cognitive and practical): - Understanding the need to act on feedback. - Knowing how to act on feedback.

Student Feedback following session with Study Skills Advisors

Satisfied Unsatisfied

1 2 3 4 5 No Response

Handouts

59%

12%

12%

0 2% 15%

Electronic

66%

22%

12%

0 0 0

Survey of January sessions on Walsall Campus

Ongoing research2007- 08 Skills Tutors in Humanities- Explore role in unpacking tutor feedback - Helping students prepare for a tutorial- Providing links to electronic resources

2008- 09 Skills Advisors across University- Piloting of feedback tutorial template- Feedback on range of resources- Contribution of resources to student need

References Burke, D. (2007) ‘Getting the most out of feedback:’ in Nutt, D. & Tidd, J.

(Eds.) 1st European First Year Experience: Conference April 2006, pp. 36- 49, Teesside, University of Teesside.

Falchikov, N. ‘Improving Feedback To and From Students,’ in Knight, P. (Ed.) (1995). Assessment for Learning in Higher Education, London: Kogan Page, pp. 157- 166.

Lea, M.R. & Street, B. (1998) Student Writing in Higher Education: an academic literacies approach, Studies in Higher Education, 23 (2), 157-172.

MacLellan, E. (2001) Assessment for Learning: the differing perceptions of tutors and students, Assessment and Evaluation in Higher Education 26(4), 307- 318.

Race, P. (2001) ‘Using feedback to help students to learn’ York: Higher Education Academy.

Sommers, N. ‘Responding to Student Writing’ College Composition and Communication, Vol. 33, No. 2., 1982, 148 – 156.

Weaver, M.R. (2006) Do Students value feedback? Student perceptions of tutors’ written response, Assessment and Evaluation in Higher Education, 31(3), 379-394.