Technology-facilitated feedback processes David Carless CITERS conference May 29, HKU 2015 The University of Hong Kong
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Technology-facilitated feedback processes
David Carless
CITERS conference
May 29, HKU 2015
The University of Hong Kong
Overview
1. Framing feedback
2. Technology-enhanced feedback strategies
3. Evidence from case studies
4. Implications
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What does ‘feedback’ mean?
As dialogues about student work
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As comments …
Providing information about performance
AND/OR
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Old paradigm New paradigm
Feedback as monologic information transfer
Feedback as dialogic interaction
Conventional feedback
Sustainable feedback
Key aim of feedback
To enhance student ability to self-monitor their work in progress
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Bigger pictureFeedback as assessment design issue
Feedback as a pedagogical issue
Feedback as a relational issue
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Feedback as dialogue
1. Teacher-led dialogic feedback
2. Peer feedback and internal feedback
3. Technology-facilitated dialogic feedback
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TECHNOLOGY
ENHANCED FEEDBACK
STRATEGIES
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Two common strategies
Learning Management Systems
Use of clickers, EVS
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Audio feedback
Providing recorded verbal commentary (instead of written feedback?)
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Audio feedback: pros
• Viewed positively by students (Lunt & Curran, 2010)
• Permits nuanced feedback or detail (Savin-Baden, 2010)
• Enhances staff-student relationships (Knauf, 2015)
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Audio feedback: cons
• ‘Moderate’ impact on student learning (Gould & Day, 2013)
• Should not replace face-to-face interaction (Lunt & Curran, 2010)
• Workload? (Hennessy & Forester, 2014)
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Adaptive release
Tutors release feedback but no grade until students write reflective account
Promotes engagement with feedback but ‘Enforced reflection’ (Parkin et al., 2012).
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EVIDENCE FROM THE CASE
STUDIES
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Use of Facebook
History case:
Students uploaded drafts of work in progress & received peer feedback
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Assessed blog
Business case: participation grade (30-40%) including class & blog contribution
“Having a grading allocation … gives some life to the blog” (Carless, 2015, p. 124)
Integrate blog or LMS discussion with classroom teaching
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Non-assessed blog
Real Estate and Construction
“Students will treasure feedback if it addresses their needs and interests”
(Carless, 2015, p. 205)
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Implications
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Key role of feedback
Enhancing students’ abilities to fine-tune their self-evaluative capacities
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Peer feedback
Students often gain more from providing than receiving peer feedback (Nicol et al., 2014)
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Sustainable feedback
Enhancing student role to generate & use feedback (Carless et al., 2011; Hounsell, 2007)
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Closing feedback loops
It’s only feedback if students take some action
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THANK YOU
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My definition of feedback
“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies”.
Carless (2015, p.192) building on Boud & Molloy (2013)
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Handling critique
Self-management skills, maintaining emotional equilibrium
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