Friday, 4 November 2011

feedback 'on demand' process from Leeds Met

Useful idea from staff at leeds. they are asking students to request feedback via a very organized process

Here are the details from the paper

5. Investigation of feedback behaviour and preferences with
efficient solutions for improving student satisfaction

Ollie Jones and Andrea Gorra
Leeds Business School, Leeds Metropolitan University


  There are many pressures on academics to ‗satisfy‘ students‘ needs for feedback, not least the
inclusion of questions about feedback in the National Student Survey. In this paper we firstly
investigate how a student cohort in a UK Business school perceives and defines feedback by using a
questionnaires and group interviews. The initial research showed that there were significant
differences in views regarding both the preferred method and the relative value of different types of
feedback. In addition, feedback provided before the final summative assessment was perceived as
more preferable, than feedback after the final submission.  

  Many authors have commentated on the lack of student engagement with summative feedback but
others also argue that it is important in terms of improving individual student performance. Hence the
second part of the paper outlines an action research project which involved offering feedback ‗on
demand‘. Several authors have looked at a range of reasons why students do not collect their
feedback but this paper investigated why students Do collect feedback. We used access statistics
data from the Virtual Learning Environment (VLE) to identify the actual rate of feedback collection.
There appeared to be a discernable preference for seeking feedback where the difference between
the expected grade and the actual grade was greater. Survey evaluation and the VLE access data
both indicated that students were satisfied with an individual criteria approach if the mark was similar
to their expectations. 

  We argue that student cohorts are not homogenous in their feedback preferences and that it is not
resource efficient or effective for academic staff to provide detailed individual feedback to all students.
Students should be offered a hierarchy of feedback on demand and some of the effort could then be
reallocated from summative feedback to formative assessment and feedback. 

  Keywords = feedback, feedback on demand, summative feedback, formative feedback, NSS , VLE$FILE/IBLC%20Proceedings%202011.pdf#page=48

No comments:

Post a Comment