University of Nottingham, 22 September 2011

Rethinking feedback: what's it for, and how can it make a difference?

DAI HOUNSELL UNIVERSITY OF EDINBURGH

www.tla.ed.ac.uk/feedback.htm
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

The Trouble with Feedback

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

Feedback Fundamental s

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

What forms does feedback take?

pro forma
exams

written comments

exemplars
peer

guidance traditional
collaboration
audio
clickers editing

feedforward

on-display learning
screencast

past questions
anticipatory feedback

whole-class

in-class assignments

cumulative

elective

self

co-

revision e-feedback
criteria

redrafting

RETHINKING FEEDBACK:

dialogue

reviewing progress supervision WHAT'S IT FOR, AND HOW CANinteraction IT MAKE A

DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

Why Does Feedback Speak in So Many Voices?

what's effective or feasible feedback can vary in relation to
the level of study / stage of students' progression in the subject at university level
the task or activity they are engaged in

the wider course setting / teaching-learning environment (and its feedback 'affordances' and constraints)
the purpose(s) of the feedback

'signature' feedback practices (c.f. Shulman)

an expanding palette of possibilities
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

So what is 'feedback', exactly ... ... and why does it matter?

Feedback comprises information, processes, activities or

experiences which aim to encapsulate, enable or boost students' learning

i.e. feedback doesn't just come from comments by lecturers/tutors [good] feedback is performance-enhancing

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

So what is 'feedback', exactly ... ... and why does it matter?

Feedback comprises information, processes, activities or experiences which aim to encapsulate, enable or boost students' learning Feedback can focus on:
attainment given progress achievement what a student knows, understands or can do at a point in time where a student currently stands in relation to a specified goal, target or level what a student has achieved as demonstrated in a completed assignment or task

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

What is 'feedback' and why does it matter?

Why feedback matters

learning without feedback is 'blind archery'

feedback is indispensable to effective teaching and assessment, optimising the conditions under which each student can achieve their best

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

Who gives feedback, where and when ?

Sources of feedback Lecturers, tutors, demonstrators, supervisors, mentors Fellow-students / peers, a students own reflections The audience for a seminar or poster presentation, professional practitioners Feedback where and when?
formally in timetabled classes / online intrinsic informally outwith timetabled classes / offline extrinsic

prior to a task or activity

during a task or activity

after a task or activity

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FUNDAMENTALS OF FEEDBACK

FEEDBACK'S MANY PURPOSES

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

Feedback That Makes More of a Difference

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE Better opportunities to use feedback

Enhancing students' grasp of feedback and standards Boosting the availability and richness of feedback

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Better opportunities to use feedback

Why is feedback often uncollected ?

Why might some feedback always come too late ?

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Better opportunities to use feedback

Why is there such a big difference between how we give feedback to our undergraduate and our doctoral students ?
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Better opportunities to use feedback

Why is there such a big difference between how we give feedback to our undergraduate and our doctoral students ?
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Better opportunities to use feedback

From feedback to feedforward

'feedback-first' and

draft/revise/resubmit assignments cumulative assignments wikis

(Beaumont et al 2008)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Boosting the availability & richness of feedback

Generic and whole-class feedback On-display learning Collaborative tasks & activities

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

OBSERVATION AS A PROXY FOR FEEDBACK

f. Learning from Others' Presentations

a. Prior Experiences of Presenting

c. Giving the Talk d. Questions and Discussion

g. Developing a Personal Style

b. Tutors' Guidance on Presenting

e. Feedback

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Enhancing students' grasp of feedback & standards

"The many diverse expressions of dissatisfaction with written feedback can be interpreted as symptoms of impoverished and fractured dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a monologue, is now having to carry much of the burden of teacherstudent interaction."
(Nicol, 2010)

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

ESSAY WRITING AND FEEDBACK (1987)

"Tutors fail to acknowledge 'the subtle interplay between what is said and what is taken for granted' (Rommetveit, 1979, p. 96) and so do not seek to close the gap between their own and their students' understanding of expectations."
(Hounsell, 1987, p. 114)

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE

Enhancing students' grasp of feedback & standards

Elective feedback

Exemplars
Peer and self-generated feedback

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK, CONNOISSEURSHIP & DIALOGUE

"[Students] need to learn to discover what quality looks and feels like, and the aspects whether large or small that detract from it. They need to develop a vocabulary for expressing and communicating what they find. Furthermore, they should gradually attune their growing realisations and discourse to the norms of the discipline, field or profession"
(Sadler, 2010)

The process of engagement needs staff and students to share and develop a greater understanding of the complexity of feedback processes, and of what can be expected from all parties in this process."
(Price, Handley & Millar, in press)
RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?
Dai Hounsell, University of Nottingham, 22 September 2011

FEEDBACK THAT MAKES MORE OF A DIFFERENCE Better opportunities to use feedback

Enhancing students' grasp of feedback and standards Boosting the availability and richness of feedback

RETHINKING FEEDBACK: WHAT'S IT FOR, AND HOW CAN IT MAKE A DIFFERENCE?

Dai Hounsell, University of Nottingham, 22 September 2011