1. Focus on feedback Carol Johnston Ciannon Cazaly

2. Focus on feedback • QoT • CEQ • Teaching structure at Melbourne • Importance of feedback in Formative Assessment • Move to modularisation and multiple choice • What do student want in feedback ?

3. The study • Assignment analysis • Student and tutor survey • Student and tutor semi structured interviews

4. Survey • Quantity • Quality • Timing • Student action • Feed Forward Brown, Gibbs and Glover (2003).

5. 49% response rate • Respondents: Females 69% and international students 15% cf whole cohort 50% female and 30% international; 80% respondents studied at uni for two years or less • No significant differences between local and international students • Males more positive about the feedback they receive than females

6. Quantity – want more feedback • Timing – seen as too late • Quality –around 20% did not find it useful • Action – do read feedback provided 39% do not • Feed forward – most student satisfied 18% were not

7. The Assignment1000 words, 20% • 31% of students allowed assignments to be analysed – 99 assignments • Coded three times • Quantity- 8 tutors, 8 interventions per assignment • Quality • Content • Motivational • Feed forward • Depth Glover and Brown (2006)

11. Depth of feedback • Category 1: a tutor acknowledgement of an error, issue or problem, and draw the student’s attention to the weakness; • Category 2: acknowledge an error, issue or problem and provide a correct response or advice on seeking a correct response. • Category 3: acknowledgement of an error and correct response, the tutor comment also provides a reason why the student’s answer was inappropriate. There is an element of feed forward in category three comments.

13. Strategies for improvement • Train tutors to increase depth of feedback and instruct students in how to use this form of feedback. • Support students in understanding language of feedback • Model answers ??? Cumulative marking schemes ?? • Raise level of communication about feedback so that perceptions of tutors and students can be more closely aligned.