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Peer dialogues: A new approach to developing feedback practises?

Peer dialogues: A new approach to developing feedback practises?. Dr. Sarah Richardson Ian Gwinn Sam McGinty. Research questions. How can a transmission model of feedback be replaced with a model of feedback linked directly to learning and reflection?

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Peer dialogues: A new approach to developing feedback practises?

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  1. Peer dialogues: A new approach to developing feedback practises? Dr. Sarah Richardson Ian Gwinn Sam McGinty

  2. Research questions • How can a transmission model of feedback be replaced with a model of feedback linked directly to learning and reflection? • What practical strategies can we develop for encouraging dialogue between tutor-student and student-student? www.dmu.ac.uk/itsgoodtotalk

  3. ‘Closing the gap’ • Students often misunderstand or misinterpret feedback • Research shows that students do not engage with feedback • Students need to use feedback in order to close the gap between current and desired performance

  4. National Student Survey • The National Student Survey (NSS) consistently shows that students are dissatisfied with assignment feedback (2007, 2008, 2009) • Although within the subject of History students are more satisfied with feedback compared to subjects overall in higher education it is still a concern for UK Departments

  5. NSS scores for History Table 1 Table 1: NSS scores for Assessment and Feedback questions, 2009

  6. Generic Problems • Time and student numbers mean interaction between lecturers and students can be limited • Lecturers also argue that students often do not collect feedback or attend tutorials • Widening participation/transferable skills agenda

  7. Culture of History • Tutorial culture • History essays: skills vs. content • Disciplinary knowledge (soft, convergent etc.) • Disciplinary or educational ideology (lacking reflexivity?)

  8. Peer feedback • One way in which we would like to address the difficulties of replacing transmission models with dialogue is peer feedback. • Nicol and Macfarlane-Dick (2006, p.205) recommend that feedback should be a collaborative process that ‘encourages teacher and peer dialogue around learning’. • Peer feedback can be defined as ‘a communication process through which learners enter into dialogues related to performance and standards’ (Lui & Carless, 2006, p. 280).

  9. Student perspective • Our preliminary data collection suggests that students may support this approach... • [Feedback] that involves interaction and discussion (one to one). • It's quite nice to have your seminar tutor face-to-face to say you should have done this or you shouldn't have done that and because you're actually there you can question...and then you can talk about it. • So before we make these mistakes we can be aware of what the dangers are. I guess it’s like having something before the essay or the exam to point in the right direction.

  10. Feedback- dialogue issues 1.Constraints on creating dialogue resources? 2.The purpose of feedback? 3.Staff and student culture? 4.Alternative feedback-dialogue strategies? Experiences and suggestions please...

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