Students’ experiences of feedback

A Longitudinal Inquiry into Students’ Experiences of

Feedback

ECER 2017

Professor David Carless

University of Hong Kong

The University of Hong Kong

Overview

1. Lack of engagement with feedback

2. Research method

3. Findings: processing & using feedback

4. Implications

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Defining Feedback

A process in which learners try to make sense of information from varied sources and use it to enhance performance or learning strategies.

After Boud & Molloy (2013), Carless (2015)

SELECTED FEEDBACK CHALLENGES

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Feedback challenges

Too much feedback as telling

Difficulties in decoding feedback

Lack of engagement with feedback

Lack of strategies for using feedback

The way feedback is organised

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Feedback often seems like …

… a perversely belated revelation of things that should have been made clear earlier (Crook, Gross & Dymott, 2006)

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Closing feedback loops

It’s only feedback if students take some action

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RESEARCH METHODOLOGY

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Research Questions

RQ1: How do student participants perceive, process and use feedback?

RQ2: What changes, if any, seem to occur in the student response to feedback?

Year 1 2 3 4 5

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Method

Participants: four undergraduate students majoring in Education

Data collection: semi-structured interviews (2 times x 5 years, 10 per person);

+ marked assignments with comments

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Data analysis

Codes e.g. defining feedback; effective feedback; acting on feedback; emotional response; praise versus criticism; etc.

Findings (Categories) organized as per RQs

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FINDINGS

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Perceptions

• Perceptions of feedback:– Revealing one’s strengths

and weaknesses

– Suggesting how work could be improved

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Engaging with feedback

Using feedback – Only Petula (high-achiever) actively seeks

feedback

– The 3 others have limited motivation & strategies for using feedback

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Acting on feedback

Potential action on feedback influenced by:

– How assessment is designed

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Assessment design

“When there are two related assignments, I can read the comments on the first one, understand what areas to improve and then use them on the second assignment. If there is no second assignment, I read the comments, put them in a drawer and that’s finished”. (Eva)

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Affective factors

Balance of praise/critique

Trust e.g. credibility and sincerity of teachers

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Praise or critique?

“I tend to like comments which make me feel good” (Eva)

“If feedback is positive I am more motivated to work harder” (Candice)

“Sometimes praise is not sincere, I would rather they hit me harder with more critical feedback”. (Petula)

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‘Less is more’

“Teachers want more in-depth discussion of a topic rather than touching on the surface.” (Eva)

“Try not to cover too many points,

rather discuss two in detail”.

(Candice)

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Peer learning

• Alicia attributed improvement to peer learning in group assessment

• Petula valued peer feedback processes

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Gradual apathy

“From year 3 onwards, I realized that I am not too good or too bad. So I have lost the drive to try to improve significantly. I still care about the grades but not that much about the feedback”. (Candice)

Cf Price et al., (2011)

Implications

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Dialogic feedback

Encourage dialogue of various forms, especially peer feedback

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Interactive cover sheet

Invite students to state what feedback they want (Bloxham & Campbell, 2010)

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Teacher guidance

Teachers need to train, model & guide students in feedback processes & behaviors

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Student feedback literacy

• Understanding feedback processes

• Practicing making judgments

• Managing emotions

References

Bloxham, S. & Campbell. L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment and Evaluation in Higher Education, 35(3), 291-300.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712.

Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Boud & L. Molloy (Eds.), Feedback in Higher and Professional Education (p.90-103). London: Routledge.

Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge.

Crook, C., Gross, H. & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95-114.

Price, M., Handley, K. & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.

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THANK YOU

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