FeedbackFeed forward in Engineering Education

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Title: FeedbackFeed forward in Engineering Education

1
Feedback/Feed forward in Engineering Education

2
Outline of the day

Welcome
Staff and student perceptions of what makes for
'good ' or 'effective' feedback?
Good practice in feedback on formal reports,
assignments and dissertations
Easing the academics burden of giving rapid
return feedback
What is the Engineering Subject Centre
Summary

4
Questions about feedback
5
Terminology

Formative Assessment
Assessment for providing feedback to learners in
order to help them learn and feedback to teachers
for deciding how a students learning should be
taken forward.
Summative Assessment
Assessment which provides overall evidence of the
achievement of students and of what they know,
understand and can do, by assigning a value to
what the student achieves.

6
Feedback AND Feed forward

Feedback
comments on a completed work that the student
cannot repeat. The comments are useful to inform
the student about strengths of their work and
areas for further development in future
assessments.
Feed forward
mostly what has been called feedback where a
student has an opportunity to respond to the
comments, e.g. a formative hand in
constructive.

7
VIDEO MOMENT
8
Outline of SENLEF report

Briefing Paper on formative assessment and
feedback and self-regulation of learning
Conceptual model
7 principles of good feedback practice
Simple strategies
50 case studies of good practice
Publication available on HEA website.

9
How to conceptualise formative assessment
feedback?

process that build up the students own skills
and capacity to self-evaluate and self-correct.
throughout u/g degree

11
Sadlers argument

For feedback to benefit learning students must
know
1. What good performance is (goals, criteria)
2. How current performance relates to good
performance (compare)
3. How to act to close the gap
Implies that students must already possess some
of the same evaluative skills as the teacher
(Sadler, 1983).

12
Key message

Formative assessment and feedback by others can
only have an impact on learning when it
influences a students own self-regulatory
processes - whereby learners set goals (adapted
from Boud, 1995).

13
The Seven Feedback Principles

How can assessment and feedback help to build a
learners capacity to self-regulate?
Self-regulated learning is an active constructive
process whereby learners set goals for their
learning and monitor, regulate, and control their
cognition, motivation, and behaviour, guided and
constrained by their goals and the contextual
features of the environment. (Pintrich and Zusho,
p64)

14
1. Helps clarify what good performance is (goals,
standards, criteria)

Difficult to use feedback to self-regulate if
students dont understand goals
Research
Mismatches between tutors and students
conceptions of goals/criteria (Hounsell, 1984
Norton, 1990 Channock, 2000)
Strategies
Exemplars of performance (Orsmond et al, 2002)
Mock marking of assessments
Engage students in criteria - classroom/tutorials

15
2. Facilitates development of self-assessment in
learning

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3. Delivers high quality information to students
about their learning

External feedback should help students trouble
shoot and correct their own performance
Research
Shows feedback might be delayed, not relevant,
overwhelming in quantity, focused on low level
goals (Sadler, 1983)
Strategies
Offering corrective advice in terms of criteria
Reader response theory (Lunsford, 1997) (3
points praise sandwich PIE)

17
4. Encourages teacher and peer dialogue around
learning.

Students dont understand the feedback given by
tutors ( essay is not sufficiently analytical)
Channock, 2000 Hyland, 2000
Research
Ideal feedback two-way dialogical
teacher-student (Laurillard, 2003) not enough
teachers
Strategies
Classroom technologies (Nicol Boyle, 2003)
Peer processes (Gibbs, 1999)
Bring examples of good feedback and why it was
useful

18
5. Encourages positive motivational beliefs and
self-esteem.

19
6. Provides opportunities to close the gap
between current and desired performance.

How do you ensure that students actually use the
feedback information to improve.
Research
Little opportunity to resubmit (Boud, 2000)
Strategies
Feedback during the task (process)
Action points and resubmissions.

20
7. Provides information to teachers that can be
used to shape teaching.

Helps clarify what good performance is (goals,
standards, criteria)
Facilitates development of self-assessment in
learning
Delivers high quality information to students
about their learning
Encourages teacher and peer dialogue around
learning.
Encourages positive motivational beliefs and
self-esteem.
Provides opportunities to close the gap between
current and desired performance.
Provides information to teachers that can be
used to shape teaching.