{"id":582,"date":"2019-06-26T10:01:29","date_gmt":"2019-06-26T10:01:29","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=582"},"modified":"2022-04-25T12:20:15","modified_gmt":"2022-04-25T12:20:15","slug":"feedback-on-assessments","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/feedback-on-assessments\/","title":{"rendered":"Feedback on Assessments"},"content":{"rendered":"<div id=\"pl-582\"  class=\"panel-layout\" ><div id=\"pg-582-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-582-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-582-0-0-0\" class=\"so-panel widget widget_sow-button panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-button so-widget-sow-button-atom-48beb218c338-582\"\n\t\t\t\n\t\t><div class=\"ow-button-base ow-button-align-center\"\n>\n\t\t\t<a\n\t\t\t\t\thref=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/home\/\"\n\t\t\t\t\tclass=\"sowb-button ow-icon-placement-left ow-button-hover\" \t>\n\t\t<span>\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div><div id=\"panel-582-0-0-1\" class=\"so-panel widget widget_sow-editor\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-582-0-0-1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/engage-in-feedback\/\"><strong>Engage in Feedback<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/why-is-feedback-important\/\"><strong>Why is feedback important?<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=574&amp;preview=true\"><strong>Effective Feedback<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=582&amp;preview=true\"><strong>Feedback on Assessments<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/feed-forward\/\"><strong>Feed-forward<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/engaging-students-with-feedback\/\"><strong>Engaging Students with Feedback<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/evaluating-feedback\/\"><strong>Evaluating Feedback<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><div id=\"panel-582-0-0-2\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-blue\">\n<div class=\"pullout-box\">\n<h1>resources<\/h1>\n<p>&nbsp;<\/p>\n<p>Higher Education Academy (HEA). (2016) <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/developing-engagement-feedback-toolkit-deft\"><u><strong><em>The Developing Engagement with Feedback Toolkit<\/em><\/strong>\u00a0<\/u><\/a><u>. York: HEA.<\/u><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><div id=\"pgc-582-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-582-0-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<h1>Different ways to give feedback on assessments<\/h1>\n<p>&nbsp;<\/p>\n<p>It is easy to get fixated on one form of feedback, but a little creativity can go a long way towards:<\/p>\n<ul>\n<li>Making feedback more meaningful for students, provided that the students are sufficiently assessment literate.<\/li>\n<li>Making feedback more efficient for colleagues.<\/li>\n<li>Improving compliance with the 15 working day feedback deadline.<\/li>\n<\/ul>\n<p>This section of the feedback toolkit provides some ideas for different ways of giving feedback and sets out their advantages and any possible drawbacks. For easy comparisons, this information is provided in tabular form.<\/p>\n<p>Whichever system you choose, you must still observe the key principles of good feedback and the University <span style=\"text-decoration: underline\"><a href=\"http:\/\/www.reading.ac.uk\/web\/FILES\/qualitysupport\/feedbackonstudentperformance.pdf\" target=\"_blank\" rel=\"noopener\">Policy on providing feedback to students on their performance<\/a>.<\/span><\/p>\n<p>It's also essential that the method of feedback works for colleagues as well as students. If it is too time-consuming and inefficient, then it will not work in the longer term. Consider using the chart at the end of Using feedback to help students learn in order to plot the level of learning pay-off for the students against the level of efficiency for staff for each method of feedback you are contemplating including in your programme.<\/p>\n<p>Any of these methods could also be combined with asking students to identify specific areas on which they would like comments, which again should increase student engagement with feedback.<\/p>\n<p>Note that hard copy written and word-processed feedback has been omitted from the table, as the University policy on electronic marking and feedback prohibits hard-copy feedback, save in very limited circumstances.<\/p>\n<table class=\" aligncenter\" style=\"border-style: dashed;border-color: #b3afaf\">\n<tbody>\n<tr>\n<td style=\"width: 136.4px\"><strong>Type of feedback<\/strong><\/td>\n<td style=\"width: 492.4px\"><strong>Advantages<\/strong><\/td>\n<td style=\"width: 447.6px\"><strong>Drawbacks<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Typed electronic feedback given via Turnitin<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>McCarthy<sup><a href=\"http:\/\/www.reading.ac.uk\/internal\/engageinfeedback\/efb-different-ways-to-give-feedback-on-assessments.aspx#reference1\">1<\/a><\/sup> contains a case study comparing typed, oral and video feedback.<\/p>\n<\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Should be possible to combine with a feedback form (see below).<\/li>\n<li>More legible.<\/li>\n<li>Turnitin allows highlighting of relevant parts of student work for specific comment in a legible manner.<\/li>\n<li>Turnitin allows tutors to create, save and share common in-margin comments.<\/li>\n<li>Tutors can also save their extended feedback in Word to share and reuse, this speeding up marking time.<\/li>\n<li>Easier for students to locate and go back to at a later date when they want to use the feed-forward.<\/li>\n<li>Possible to monitor the amount of time that students are spending accessing (and therefore engaging with) their feedback.<\/li>\n<li>Students can access privately at a time of their choosing, rather than having to collect their work or have it handed back in class.<sup><a href=\"http:\/\/www.reading.ac.uk\/internal\/engageinfeedback\/efb-different-ways-to-give-feedback-on-assessments.aspx#reference2\">2<\/a><\/sup><\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Health and safety implications of extended periods of online marking need to be taken into consideration when planning marking and teams of markers.<\/li>\n<li>Can appear impersonal. Open to error of copying the wrong feedback if under pressure.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Use of a feedback form within Turnitin.<\/strong><\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Feedback should refer to the marking criteria - hence if forms are standardised around common marking criteria for the programme or within a particular part of the programme, then students can monitor their progression or identify areas of particular weakness for improvement.<\/li>\n<li>A well-designed form can speed up marking (e.g. check boxes, grading against each criteria), although tutors should also include more detailed personal feedback, particularly where feed-forward is needed.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Can appear impersonal or overly restrictive\/complex.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Oral feedback - comments on an assignment recorded.<\/strong><\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Feedback is relatively personal and likely to be more detailed than typed feedback given in the same time.<\/li>\n<li>Easy to emphasise key points to improve student comprehension.<sup><a href=\"http:\/\/www.reading.ac.uk\/internal\/engageinfeedback\/efb-different-ways-to-give-feedback-on-assessments.aspx#reference1\">1<\/a><\/sup><\/li>\n<li>Once colleagues are familiar with the system, feedback is relatively speedy.<\/li>\n<li>Software for recording oral comments is freely available and can be easily integrated with Turnitin, so there are no additional setup cots.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Health and safety impact of electronic marking as above.<\/li>\n<li>Not all colleagues will want to record feedback.<\/li>\n<li>Colleagues may need time to get used to the technology, so marking the first few assignments may take longer.<\/li>\n<li>May be harder for students to access.<\/li>\n<li>Students sometimes see recorded oral feedback as being less 'official' than written feedback, or feel that they have to transcribe it to get the full benefit.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Video feedback<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>GRASS video on <a href=\"http:\/\/www.screencast.com\/t\/mUy4dDHFdnyv\">How to record video feedback<\/a>.<\/p>\n<\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Feedback is highly personal.<\/li>\n<li>Students can see their work on screen at the same time as their tutor's face so can see clearly how what the tutor is saying applies to their essay.<\/li>\n<li>The tutor is likely to be able to give more comprehensive feedback than they could if they typed feedback for the same amount of time.<\/li>\n<li>Provided the tutor comes across as approachable, students should take feedback as constructive criticism and feed-forward, rather than personally.<\/li>\n<li>Some software for producing video feedback is freely available.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Takes longer per assignment than oral feedback alone because the larger data files take longer to upload.<\/li>\n<li>Health and safety impact of electronic marking as above.<\/li>\n<li>Not all colleagues will want to appear on video.<\/li>\n<li>Colleagues may need time to get used to the technology, so the first few assignments could take longer.<\/li>\n<li>Requires specific technology, so could take time and resource to set up, and possibly also less accessible to the students.<sup><a href=\"http:\/\/www.reading.ac.uk\/internal\/engageinfeedback\/efb-different-ways-to-give-feedback-on-assessments.aspx#reference1\">1<\/a><\/sup><\/li>\n<li>Students sometimes see the feedback as being less 'official' than written feedback, or feel that they have to transcribe it to get the full benefit of it.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Generic feedback to a cohort<\/strong><\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Can be tailored to suit the needs of the cohort. For example, this could include an annotated exemplar answer, and common problems and ways to improve (so that all students obtain feed-forward from the performance of the cohort as a whole).<\/li>\n<li>Alternative, feedback could be given a part of a lecture.<\/li>\n<li>Consider giving generic feedback before individual feedback is available. Prompt feedback when students can still remember the assignment clearly is more likely to provide helpful feed-forward. Remember to check, however, that there are no students with extensions beyond the date on which you release the feedback.<\/li>\n<li>Remember that generic feedback to the cohort might also be a useful source of information on where the programme or the module should be improved for the following year.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>None, provided that this is used in addition to individual feedback and marks for all summative assessments and at least some formative assessments across the cohort - although for the feedback to be useful, it may be necessary to mark some of the individual assessments before writing the generic feedback.<\/li>\n<li>Students perceive groups feedback alone as less helpful and personal.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>One-to-one meetings or drop-in sessions<\/strong><\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Private and allow concentration on the student's individual needs, irrespective of how well they are doing. Students can ask questions of the tutor.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Time-consuming and inefficient. However, tutors should make sure that they are available for one-to-one meetings with any student who feels they need one, and offer meetings to any students they identify as struggling.<\/li>\n<li>The challenge is to provide high quality feedback to the cohort as a whole to keep the number of one-to-ones to a minimum.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Using Blackboard to create sets of formative electronic self-test questions. These can be set up so that students receive instant feedback when they submit the test.<\/strong><\/p>\n<p><strong>Can also be used for summative tests.<\/strong><\/p>\n<\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Feedback and a student's score are instant. Comprehensive feedback can be provided by including explanations of the incorrect answers, as well as the correct ones.<\/li>\n<li>A quick and efficient way of consolidating learning and providing feedback and feed-forward.<sup><a href=\"http:\/\/www.reading.ac.uk\/internal\/engageinfeedback\/efb-different-ways-to-give-feedback-on-assessments.aspx#reference3\">3<\/a><\/sup><\/li>\n<li>Very useful on large cohorts so that students can test their knowledge independently. Colleagues can access the results to identify struggling or disengaged students, as well as questions that the entire cohort finds difficult and adjust teaching accordingly.<\/li>\n<li>The tests can be set up so that students can repeat them as many times as they like.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>High initial investment of time but, provided the feedback is sufficiently clear and comprehensive, very efficient thereafter.<\/li>\n<li>Not very personal.<\/li>\n<li>Can be used for summative tests, but the software can be problematic, and tutors are expected to provide students with support in resetting tests, etc. Perhaps more suitable for smaller cohorts where the test can be taken at an appointed time in a computer room.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 136.4px\"><strong>Peer review (for formative assignments).<\/strong><\/td>\n<td style=\"width: 492.4px\">\n<ul>\n<li>Reduces marking time for staff; encourages students to engage with the marking criteria and become more assessment literate.<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 447.6px\">\n<ul>\n<li>Could be seen by the students as tutors avoiding the work involved in marking.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<h2>References<\/h2>\n<p id=\"reference1\"><sup>1<\/sup> McCarthy, J. (2015). <a href=\"http:\/\/www.iier.org.au\/iier25\/2015conts.html\" target=\"_blank\" rel=\"noopener\"><span style=\"text-decoration: underline\">Evaluating written, audio and video feedback in higher education summative assessment tasks<\/span><\/a>. <em>Issues in Educational Research<\/em>. 25:2. 153-169.<\/p>\n<p id=\"reference2\"><sup>2<\/sup> Hepplestone, S., Parkin, H., Holden, G. &amp; Thorpe, L. (2010). <span style=\"text-decoration: underline\"><a href=\"https:\/\/www.heacademy.ac.uk\/elro-technology-feedback-action-impact-learning-technology-students-engagement-feedback\" target=\"_blank\" rel=\"noopener\">Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback<\/a>.<\/span> York: Higher Education Academy.<\/p>\n<p id=\"reference3\"><sup>3<\/sup> Grebenik, P. and Rust, C. (2002). 'IT to the Rescue' in P.L. Schwartz and G. Webb (eds.). <em>Assessment: case studies, experience and practice from higher education<\/em>. London: Kogan Page. 18-24.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"content-body\">\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<div id=\"rdg_table-0\" class=\"table-container\">\n<div class=\"table-holder\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Engage in Feedback Why is feedback important? Effective Feedback Feedback on Assessments Feed-forward Engaging Students with Feedback Evaluating Feedback resources &nbsp; Higher Education Academy (HEA). (2016) The Developing Engagement with Feedback Toolkit\u00a0. York: HEA. Different ways to give feedback on assessments &nbsp; It is easy to get fixated on one form of feedback, but a [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-9o","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/582"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=582"}],"version-history":[{"count":2,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/582\/revisions"}],"predecessor-version":[{"id":2570,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/582\/revisions\/2570"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}