Presenters: Ollie Jones & Dr Andrea Gorra
Institution: Leeds Metropolitan University
Theme: Using technologies to support challenges in learning and teaching and assessment
Students: 260 level 2 business studies
Details on the process:
Student submit online and are encourage to predict grade with online tool
1. Students are given an audio file giving generic feedback to all students 2 weeks after the submission 23% of students listened to this feedback
2. Students access a rubric type feedback for them individually and their grade at week 3 around 45% of students looked at the rubric
3. Then the students are offered more detailed personal feedback if they wish. 22% of the students requested this.
The majority of the students who requested the additional feedback were in the bottom or top range of marks. The majority of student, those in the middle did not request the additional feedback
Abstract:
Feedback is considered important by academics - who spend a considerable amount of their time writing and dealing with it - , as well as by students who frequently expressed dissatisfaction with current feedback practices, as can for example be seen in past National Student Surveys. Particularly at larger HE institutions, the larger student to staff ratio means that feedback is provided to the students (typically) in written form. Some authors question the efficacy of providing large scale feedback on summative work to students. This paper outlines an action research project based in a UK Business School which involved offering feedback „on demand‟ and tracking student access of feedback via the Virtual Learning Environment [VLE]. Several authors have looked at a range of reasons why students do not collect their feedback but this paper investigates the characteristics of the student that does collect and seek feedback, in particular whether students are most likely to seek feedback where the student‟s final grade is much less than their expected grade. Using a range of survey methods as well as data from the VLE the paper seeks to establish how many students do collect feedback, how and when they collect the feedback and ultimately why they do so. We believe that offering all students detailed feedback on summative work does not meet their self perceived needs, as student cohorts are not homogenous in their feedback preferences. It is also not resource efficient for academic staff to provide detailed and lengthy feedback to all students based on the low usage numbers that this paper finds. Students should be offered a hierarchy of feedback with the feedback channels requiring the most resource required being offered „on demand‟ rather than universally applied, thereby focusing the limited resources of academics on those students who need it most.
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