Biological Sciences

 

General

 

Enhancing Assessment in the Biological Sciences (Bioassess). The bioassess website is the result of a national project by the Centre for the Study of Higher Education (University of Melbourne), in partnership with leaders in teaching and learning in the biological sciences from The University of Sydney and The University of Melbourne. Drawing upon the combined expertise of the project team and the experience of university staff and students across Australia, the bioassess website highlights contemporary issues and presents effective and innovative approaches to enhancing assessment in higher education.

http://bioassess.edu.au

 

Higher Education Academy Centre for Bioscience Bulletin No. 22, Autumn 2007. Themed edition on Feedback and feed-forward.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Higher Education Academy Centre for Bioscience (2009) Assessment Briefing.
This Briefing provides introductions, resources and references on topics such as Feedback and Feed-forward, and Formative and Summative Assessment.
http://www.bioscience.heacademy.ac.uk/resources/briefings/assessment.aspx

 

Briefing and training of students: helping students use feedback well

 

Orsmond, P., Merry, S. & Reiling, K. (2005) Biology students' utilization of tutors' formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education, 30(4), 369-386.
This study reports the findings of interviews with third year Biology students on their utilization of tutor feedback. The students mostly used feedback in the following ways: (a) to enhance motivation; (b) to enhance and enrich learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback: peer feedback

 

Falchikov, N. (2002) Unpacking' peer assessment. In Schwartz, P. and Webb, G. Assessment (Case Studies of Teaching in Higher Education Series): Case Studies, Experience and Practice from Higher Education.pp. 70-77 London: Kogan Page Stylus Publishing.
This case study looks at problems encountered during implementation of peer assessment and the attempts made to solve them in Bioscience and Psychology.

 

Hughes, I. (2006) Peer assessment: what's it all about? Open University: Challenging Perspectives on Assessment.
A short video, with examples of using peer feedback with Biology and Medical students, and discussion of the pros and cons.
http://stadium.open.ac.uk/perspectives/assessment/

 

Ljungman, A. and Silén, C. (2008) Examination involving students as peer examiners. Assessment & Evaluation in Higher Education 33(3), 289-300
Students in the later years of a Medical Biology course acted as examiners alongside academic staff for presentations by students in earlier years. The peer examiners received feedback on their own understanding by being involved in discussions with academic staff.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Orsmond, P. (2004) Self- and peer-assessment: guidance on practice in the Biosciences. The Higher Education Academy: Leeds.
This guide with seven Bioscience case studies discusses some key concerns about assessment in higher education then in detail how you can get started with self- and peer-assessment and also with some reflection on how students are being prepared. http://www.bioscience.heacademy.ac.uk/resources/guides/selfpeerassess.aspx

 

Orsmond, P., Merry, S. & Reiling, K. (1996) The importance of marking criteria in the use of peer assessment. Assessment & Evaluation in Higher Education, 21(3), 239-251. The article compares student peer and tutor marking of five individual criteria in Bioscience.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Reed, R. and McKie-Bell, F. (2008) Peer-assessment and feedback in a first year Bioscience module. In Irons, A. Enhancing Learning through Formative Assessment and Feedback. London: Routledge.
This Biosciences case study brings together a range of methods in peer assessment and formative peer feedback and emphasizes the benefits and difficulties of student engagement in these activities.

 

Involving students in feedback: self-generated feedback

 

Brown, N. (2007) Self-assessment - more effective than tutor feedback? Centre for Bioscience Bulletin No. 22, p.8.
In this case study, Bioscience students and tutors developed criteria, and then the students used them to judge their own work and comment on these judgements.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Mulder, R. (2007) Use of a scoring matrix to provide detailed feedback on performance. From the website: Enhancing Assessment in the Biological Sciences, www.bioassess.edu.au
A description of how a scoring matrix enabled students in Zoology to compare their performance on assessment criteria with that of other students.
http://bioassess.edu.au/examples/mulder-use-scoring-matrix-provide-detailed-feedback-performance

 

Involving students in feedback: editing and redrafting

 

Taylor, C. (2007) Feed-forward to improve academic writing. Centre for Bioscience Bulletin No. 22, p.8.
In this case study, Bioscience students can submit a draft report and receive face-to-face feedback which they can use before submitting a final report.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Interacting with students: reviewing progress with students

 

Tatner, M. (2007) Individual progress interviews as a method of effective student feedback. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 2(2), 151-156.
Students studying 3rd year Biosciences were each given a 15-minute review of their progress with a member of staff, at which their portfolio of work and grades was discussed. The pros and cons of doing this are discussed in this article.
http://www.pestlhe.org.uk/index.php/pestlhe/article/view/30

 

Interacting with students: feedback loops in undergraduate projects

 

Heylings, D. & Tariq, V. (2001). Reflection and feedback on learning: a strategy for undergraduate research project work. Assessment & Evaluation in Higher Education, 26 (2), 153-165.
This article describes undergraduate research project work in Bioscience which supports students' active learning during the project by both formative and summative feedback, and provides an opportunity for students to reflect upon the skills they are developing.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Refining traditional feedback: faster feedback

 

Plastow, K. (2007) Online assessment feedback as an instrument of reflective practice. ALTC, Universities of Melbourne and Sydney: Enhancing Assessment in the Biological Sciences website.

A team teaching in the Biosciences used a set of guiding principles to write feedback comments for right and wrong MCQ responses, which were delivered immediately after the submission of the online test. The benefits to students included the immediate correction of errors in thinking.
http://bioassess.edu.au/examples/plastow-online-assessment-feedback-instrument-reflective-practice

 

Refining traditional feedback: pro forma feedback

 

Allen, D. and Tanner, K. (2006) Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Science Education 5(3), 197-203.
A paper describing different types of proforma, how to design them and why they are useful, based on examples from Biology.
http://www.lifescied.org/cgi/content/full/5/3/197

 

Mulder, R.(2009) Use of a scoring matrix to provide detailed feedback on performance. ALTC, Universities of Melbourne and Sydney: Enhancing Assessment in the Biological Sciences website.
http://bioassess.edu.au/examples/mulder-use-scoring-matrix-provide-detailed-feedback-performance

 

Refining traditional feedback: refocusing written comments

 

Glover, C. and Brown, E. (2006) Written feedback for students: too much, too detailed or too incomprehensible to be effective? Bioscience Education 7
This article discusses the findings from a research project on the effectiveness of written feedback in Biosciences and Physical Sciences. It identifies some key qualities and some examples of inappropriate feedback.
http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx

 

Plugging gaps in feedback: exemplars, model answers and past questions

 

Huxham, M. (2007). Fast and effective feedback: are model answers the answer? Assessment & Evaluation in Higher Education, 32.6, pp. 601-611.
This study compares 183 first and honours years Biology students’ responses and performances after receiving two types of feedback, that provided by model answers and that provided by personal comments.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Orsmond, P., Merry, S. and Reiling, K. (2002).  The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.

Reports a study in first-year undergraduate Biology combining self and peer assessment of poster assignments using student constructed marking criteria with exemplars.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Plugging gaps in feedback: feedback on feedback

 

Hounsell, D., McCune, V., Hounsell, J., and Litjens, J. (2008) The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.
The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first- and a final-year Bioscience course unit were surveyed in each of three contrasting university departments. At the core of data analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feedforward into subsequent work.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Walker, C. and Stevens, V. Feedback that feeds forward. Formative Assessment in Science Teaching (FAST) Case Study
In this Biology case study, students were given a questionnaire and interviewed about feedback, and then changes were made to the module being studied.
http://www.open.ac.uk/fast/

 

Feedback-rich assignments: feedforward assignments

 

Jenkins, J.O. (2010) A multi-faceted formative assessment approach: better recognising the learning needs of students. Assessment & Evaluation in Higher Education 35(5), 565-576

An Environmental Studies course was changed to give students one summatively-assessed assignment. Alongside this more formative guidance and feedback was provided, including a tutorial on writing the assignment and feedback on assignment outlines.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Peat, M., Franklin, S., and Taylor, C. (2005). Application of ICT to provide feedback to support learning in first-year science. In: McLoughlin, C., and Taji, A. Teaching in the Sciences Learner-Centered Approaches. New York, London and Oxford: Food Producets Press. pp. 157-175.

At the University of Sydney, a writing learning cycle was developed in first-year Biology to emphasize the links between communicating through writing and understanding the biological concepts. The stages of the writing cycle involves: planning and preparation, in which students worked in groups to review examples of writing; individual writing up by students; a formative feedback from the teacher; lastly, revision and submission for the final report for summative assessment. An online seminar was also used to supported the process of writing.

 

Reed, R. and McKie-Bell, F. (2007) Using feedback to enhance referencing skills. Centre for Bioscience Bulletin No. 22, p.4
Following poor student performance in citation and referencing, each student on a first-year Bioscience course was required to post details of a website on a discussion board so that referencing skills could be checked.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Nicol, D. (2008) Encouraging time on task in first year biology. Case Study 3 in: Transforming Assessment and Feedback: Enhancing Integration and Empowerment in the First Year. QAA Enhancement Themes.

Students work in groups to produce posters and to argue for the extinction from the planet of their chosen species.

http://www.enhancementthemes.ac.uk/themes/FirstYear/outcomes.asp

 

New ways of giving feedback: audio and video feedback

 

McLaughlin, P. (2009) eFeedback gets personal. Centre for Bioscience Bulletin, No. 28, p.3.
Screen capture was used to create video feedback to Bioscience students on their assignments, as a way of helping students not to misinterpret written comments.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Merry, S. and Orsmond, P. (2007) Feedback via MP3 audio files. Centre for Bioscience Bulletin, No. 22, p.5.
This short article reports on Bioscience students' reponses to receiving feedback on their assignments as an audio file rather than by written comments.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Merry S. and Orsmond P. (2008) Students' Attitudes to and Usage of Academic Feedback Provided Via Audio Files. Bioscience Education volume 11
A longer article on the project outlined above, on Bioscience students' responses to audio feedback.
http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.aspx

 

Rodway-Dyer, S., Dunne, E. and Newcombe, M. (2009) Audio and screen visual feedback to support student learning. Paper given at ALT-C Conference, September 2009, Manchester.
This paper contains case studies of evaluating the use of audio feedback in Geography and of feedback in Biosciences labs. It also gives an example of videoing verbal feedback during labs to use for training demonstrators.
http://repository.alt.ac.uk/641/

 

New ways of giving feedback: whole-class feedback

 

Harland, J. (2007) Feedback to large practical classes. Centre for Bioscience Bulletin No.22, p. 7.
In this case study, a comment sheet was developed for providing feedback to Bioscience students on lab reports, providing answers and common errors. This was circulated alongside shorter individual comments.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

New ways of giving feedback: using clickers (PRS)

 

Bates, S., Howie, K. and Murphy, A. (2006) The use of electronic voting systems in large group lectures: challenges and opportunities. New Directions Issue 2, 1-8. Higher Education Academy Subject Centre for Physical Sciences journal.
A case study, discussing pedagogical, technical and operational issues associated with the introduction of PRS into first-year lectures in Physics and Biological Sciences.
http://www.heacademy.ac.uk/physsci/publications/newdirections

 

Reshaping curricula and assessment: closing the feedback loop

 

Hounsell, D., McCune, V., Hounsell, J., and Litjens, J. (2008) The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.
The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first- and a final-year Bioscience course unit were surveyed in each of three contrasting university departments. At the core of data analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feedforward into subsequent work.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Taylor, C. (2007) Feed-forward to improve academic writing. Centre for Bioscience Bulletin No. 22, p.8.
In this case study, Bioscience students can submit a draft report and receive face-to-face feedback which they can use before submitting a final report.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Reshaping curricula and assessment: policies on feedback

 

Dawson, M. and Cullen R. (2007) A departmental policy for providing feedback to students. Centre for Bioscience Bulletin 22, p.3.
Following the merger of Biology and Chemistry departments to create a new School, a project team was established to look at practice and to develop pro formas for giving feedback to students through a VLE.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

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Chemistry

 

Involving students in feedback: peer feedback

 

Chin, P. (2007) Peer Assessment. New Directions in the Teaching of Physical Sciences 3, 13-18.
A short guide to the benefits and issues faced in introducing peer assessment, particularly in the sciences.
http://www.heacademy.ac.uk/physsci/publications/newdirections

 

Miller, V. (2008) The incorporation of peer assisted study sessions (PASS) into the core curriculum of a first year Chemistry module. In Irons, A. Enhancing Learning through Formative Assessment and Feedback. London: Routledge.
This case study illustrates the benefits of peer assessment in formative assessment and feedback through PASS in large first year Chemistry cohorts.

 

Refining traditional feedback: refocusing written comments

 

Glover, C. and Brown, E. (2006) Written feedback for students: too much, too detailed or too incomprehensible to be effective? Bioscience Education 7
This article discusses the findings from a research project on the effectiveness of written feedback in Biosciences and Physical Sciences. It identifies some key qualities and some examples of inappropriate feedback.
http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx

 

New ways of giving feedback: online and e-feedback

 

Price, G. (2006) Computer aided assessment and feedback - can we enhance students' early experience at University? New Directions 2. Higher Education Academy Subject Centre for Physical Sciences.
A case study describing how students in first-year Chemistry were given online quizzes. Feedback was instantly available, with constructive suggestions as to how to improve performance if necessary.
http://www.heacademy.ac.uk/physsci/publications/newdirections

 

Reshaping curricula and assessment: policies on feedback

 

Dawson, M. and Cullen R. (2007) A departmental policy for providing feedback to students. Centre for Bioscience Bulletin 22, p.3.
Following the merger of Biology and Chemistry departments to create a new School, a project team was established to look at practice and to develop pro formas for giving feedback to students through a VLE.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

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Engineering

 

Refining traditional feedback: refocusing written comments

 

Walker, M. (2009) An investigation into written comments on assignments: do students find them usable? Assessment & Evaluation in Higher Education, 34(1), 67-78.
The article explores students’ response to the written feedback they receive on written assignments. It presents an analysis of over 3000 written comments in Engineering, and Information and Communication Technologies courses, and also the results of telephone interviews with students who commented how usable they found the different comments they received.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

New ways of giving feedback: online and e-feedback

 

Golden, K., Stripp, C. and Lee, S. (2007) Encouraging student use of feedback, reflection and engagement through web-based learning support. MSOR Connections 7(2) 7-10. Higher Education Academy Maths, Stats & OR Network newsletter.
Feedback was provided automaticlly to students studying Engineering Mathematics on online computer based tests. Students could then follow up the feedback by using web-based materials, a text book or by seeing a tutor.
http://www.mathstore.ac.uk/index.php?pid=37&vol=7&num=2

 

Feedback-rich assignments: collaboration as a source of feedback

 

Molyneaux, T. (2008) An investigation into the impact of using group wikis to facilitate project based learning in the first year of an engineering degree programme. Paper presented at the Higher Education Academy Annual Conference, July 2008.

A case study from Engineering where wikis were introduced to support group work.

http://www.heacademy.ac.uk/resources/detail/events/annualconference/2008/

Ann_conf_2008_Tom_Molyneaux

 

New ways of giving feedback: using clickers (PRS)

 

Robinson, C. and King, S. (2009) Introducing electronic voting systems into the teaching of Mathematics. MSOR Connections 9(1) 29-33. Higher Education Academy Maths, Stats and OR Network newsletter.
A case study, describing the introduction of EVS into an Engineering Mathematics course and staff and student views of its use.
http://www.mathstore.ac.uk/index.php?pid=37&vol=9&num=1

 

Russell, M. (2008) Using an electronic voting system to enhance learning and teaching. Engineering Education 3(2) 58-65. Higher Education Academy Engineering Subject Centre.
Students on an Engineering Science module used EVS to complete a formative test at the start of lectures, giving staff and students feedback on how well they were understanding the topics.
http://www.engsc.ac.uk/journal/index.php/ee/issue/view/29

 

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Geosciences

General

 

Hughes, P. and Boyle, A. (2005) Assessment in the Earth Sciences, Environmental Sciences and Environmental Studies. Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES).
http://www.gees.ac.uk/pubs/guides/eesguides.htm#assess

 

Roberts, C. (2010) Giving Feedback. Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES): GEES Briefing 1.

http://www.gees.ac.uk/pubs/briefings/briefings.htm

 

Roberts, C. (2010) Modes of Feedback. Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES): GEES Briefing 2.

http://www.gees.ac.uk/pubs/briefings/briefings.htm

 

Involving students in feedback: self-generated feedback

 

Pain, R. & Mowl, G. (1996) Improving geography essay writing using innovative assessment. Journal of Geography in Higher Education, 20(1), 19-31.
Self and peer assessment is used to improve students' essay writing skills in Geography. http://www.tandf.co.uk/journals/carfax/03098265.html

 

Feedback-rich assignments: feedforward assignments

 

Jenkins, J.O. (2010) A multi-faceted formative assessment approach: better recognising the learning needs of students. Assessment & Evaluation in Higher Education 35(5), 565-576

An Environmental Studies course was changed to give students one summatively-assessed assignment. Alongside this more formative guidance and feedback was provided, including a tutorial on writing the assignment and feedback on assignment outlines.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

New ways of giving feedback: audio and video feedback

 

France, D. and Wheeler, A. (2007) Reflections on using podcasting for student feedback. Planet, 18. Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences.
Geoscience students were given feedback on their assignments using podcasting. The students completed pre- and post-podcasting questionnaires.
http://www.gees.ac.uk/pubs/planet/index.htm#P18

 

Rodway-Dyer, S., Dunne, E. and Newcombe, M. (2009) Audio and screen visual feedback to support student learning. Paper given at ALT-C Conference, September 2009, Manchester.
This paper contains case studies of evaluating the use of audio feedback in Geography and of feedback in Biosciences labs. It also gives an example of videoing verbal feedback during labs to use for training demonstrators.
http://repository.alt.ac.uk/641/

 

Reshaping curricula and assessment: closing the feedback loop

 

Whitelegg, D. (2002) Breaking the feedback loop: problems with anonymous assessment. Planet 3, 7-8
Based on a project in Geography, this article suggests that students should be marked anonymously but given feedback non-anonymously.
http://www.gees.ac.uk/pubs/planet/index.htm#top

 

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Informatics

 

 

Refining traditional feedback: refocusing written comments

 

Walker, M. (2009) An investigation into written comments on assignments: do students find them usable? Assessment & Evaluation in Higher Education, 34(1), 67-78.
The article explores students’ response to the written feedback they receive on written assignments. It presents an analysis of over 3000 written comments in Engineering, and Information and Communication Technologies courses, and also the results of telephone interviews with students who commented how usable they found the different comments they received.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Feedback-rich assignments: collaboration as a source of feedback

 

Northumbria University. Case Study 3 - Engineering. Centre for Excellence in Teaching and Learning in Assessment for Learning, Northumbria University.

A case study from a year 2 Computer Networks module, where students worked collaboratively on group projects which were assessed by group presentations and individual reflective commentaries. Peer feedback was given on the presentations.

http://www.northumbria.ac.uk/sd/central/ar/academy/cetl_afl/pubandpres/intpub/casestudies/

 

New ways of giving feedback: audio and video feedback

 

Nortcliffe, A. and Middleton, A. (2008) A three year case study of using audio to blend the engineer's learning environment. Engineering Education 3(2), 45-57.
Lecturers teaching Software Engineering recorded conversations between themselves and students during lab classes. These recordings were then made available to the student to use as feedback. The findings of an evaluation of this project are discussed.
http://www.engsc.ac.uk/journal/index.php/ee/issue/view/29

 

New ways of giving feedback - online and e-feedback

 

Esendal, T. and Dean, M. (2009) An online tool to give first-year programming students pre-assessment feedback. Italics 8 (2) 36-44. Higher Education Academy Subject Centre for Information and Computer Sciences e-journal.
This paper describes 'Doctor Code', an online analysis and feedback tool which evaluates the code first-year Computing students have written and informs students of the outcome.
http://www.ics.heacademy.ac.uk/italics/vol8iss2.htm

 

Montague, B. Building up an electronic collection of marked assignments. Massey University: Innovations in Assignment Marking Case Study.
An example of using Blackboard to provide feedback to IT students and to provide an overview of the submitted assignments and feedback given.
http://etools.massey.ac.nz/casestudybc.htm

 

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Mathematics

 

Plugging gaps in feedback: feedback on exams

 

Jordan, J. (2004) The use of orally recorded exam feedback as a supplement to written comments. Journal of Statistics Education 12(1).
In this example, taken from a course in Statistics, the lecturer uses of orally recorded feedback on the exam, together with traditional grading and written comments.
http://www.amstat.org/publications/jse/v12n1/jordan.html

 

New ways of giving feedback: audio and video feedback

 

Jordan, J. (2004) The use of orally recorded exam feedback as a supplement to written comments. Journal of Statistics Education 12(1).
In this example, taken from a course in Statistics, the lecturer uses of orally recorded feedback on the exam, together with traditional grading and written comments.
http://www.amstat.org/publications/jse/jse_archive.htm

 

New ways of giving feedback: online and e-feedback

 

Golden, K., Stripp, C. and Lee, S. (2007) Encouraging student use of feedback, reflection and engagement through web-based learning support. MSOR Connections 7(2) 7-10. Higher Education Academy Maths, Stats & OR Network newsletter.
Feedback was provided automaticlly to students studying Engineering Mathematics on online computer based tests. Students could then follow up the feedback by using web-based materials, a text book or by seeing a tutor.
http://www.mathstore.ac.uk/index.php?pid=37&vol=7&num=2

 

New ways of giving feedback: using clickers (PRS)

 

Robinson, C. and King, S. (2009) Introducing electronic voting systems into the teaching of Mathematics. MSOR Connections 9(1) 29-33. Higher Education Academy Maths, Stats and OR Network newsletter.
A case study, describing the introduction of EVS into an Engineering Mathematics course and staff and student views of its use.
http://www.mathstore.ac.uk/index.php?pid=37&vol=9&num=1

 

Wit, E. (2003) Who wants to be ... the use of a personal response system in statistics teaching. MSOR Connections 3(2) 14-20. Higher Education Academy Maths, Stats and OR Network newsletter.
This article describes the introduction of PRS into a Statistics for Psychologists course, and discusses educational principles and the development of suitable questions for use.
http://www.mathstore.ac.uk/index.php?pid=37&vol=3&num=2

 

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Physics and Astronomy

 

Involving students in feedback: peer feedback

 

Chin, P. (2007) Peer Assessment. New Directions in the Teaching of Physical Sciences 3, 13-18.
A short guide to the benefits and issues faced in introducing peer assessment, particularly in the sciences.
http://www.heacademy.ac.uk/physsci/publications/newdirections

 

Refining traditional feedback: pro forma feedback

 

Freake, S. Reformatting feedback on assignments to enhance effectiveness. FAST Case Study (Formative Assessment in Science Teaching).
Tutors assessing Physics assignments were given a pro forma to use to encourage them to comment positively and on areas for improvement in the future.
http://www.open.ac.uk/fast/

 

Refining traditional feedback: refocusing written comments

 

Glover, C. and Brown, E. (2006) Written feedback for students: too much, too detailed or too incomprehensible to be effective? Bioscience Education 7
This article discusses the findings from a research project on the effectiveness of written feedback in Biosciences and Physical Sciences. It identifies some key qualities and some examples of inappropriate feedback.
http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx

 

New ways of giving feedback: using clickers (PRS)

 

Bates, S., Howie, K. and Murphy, A. (2006) The use of electronic voting systems in large group lectures: challenges and opportunities. New Directions Issue 2, 1-8. Higher Education Academy Subject Centre for Physical Sciences journal.
A case study, discussing pedagogical, technical and operational issues associated with the introduction of PRS into first-year lectures in Physics and Biological Sciences.
http://www.heacademy.ac.uk/physsci/publications/newdirections

 

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Medicine

 

General

 

van de Ridder, M. et al. (2008) What is feedback in clinical education? Medical Education 42(2), 189-197.

Discusses different concepts and definitions of 'feedback' and gives examples of 'weak' and 'strong' feedback.

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2923

 

Briefing and training of students: helping students use feedback well

 

Bing-You, R.G., Bertsch, T. and Thompson, J.A. (1998) Coaching Medical Students in Receiving Effective Feedback. Teaching and Learning in Medicine 10(4), 228-231.
A workshop was designed to improve the skills of Medical students in receiving feedback and participate actively in the process.
http://www.tandf.co.uk/journals/journal.asp?issn=1040-1334&linktype=44

 

Involving students in feedback: peer feedback

 

Gukas, I., Miles, S., Heylings, D. and Leinster, S. (2008) Medical students' perceptions of peer feedback on an anatomy student-selected study module. Medical Teacher 30(8), 812-814
Medical students' perceptions of peer feedback on their presentations.
http://www.informaworld.com/smpp/title~content=t713438241

 

Hughes, C., Toohey, S. and Velan, G. (2008) eMed-Teamwork: a self-moderating system to gather peer feedback for developing and assessing teamwork skills. Medical Teacher 30(1), 5-9
Medical students gave feedback to each other on team skills, using a computer-based system which also allowed for students commenting on the feedback they received and tutors giving feedback.
http://www.informaworld.com/smpp/title~content=t713438241

 

Hughes, I. (2006) Peer assessment: what's it all about? Open University: Challenging Perspectives on Assessment.
A short video, with examples of using peer feedback with Biology and Medical students, and discussion of the pros and cons.
http://stadium.open.ac.uk/perspectives/assessment/

 

Ljungman, A. and Silén, C. (2008) Examination involving students as peer examiners. Assessment & Evaluation in Higher Education 33(3), 289-300
Students in the later years of a Medical Biology course acted as examiners alongside academic staff for presentations by students in earlier years. The peer examiners received feedback on their own understanding by being involved in discussions with academic staff.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Interacting with students: reviewing progress with students

 

Driessen, E., van Tartwijk, J., Vermunt, J. and van der Vleuten, C. (2003) Use of portfolios in early undergraduate medical training. Medical Teacher 25(1) 18-23
Medical students completed a portfolio to encourage reflection on their practice. Central to this process were meetings between students and their mentors to provide feedback on the portfolio as it was being compiled.
http://www.informaworld.com/smpp/title~content=t713438241

 

Murdoch-Eaton, D. (2005) Formal appraisal of undergraduates - worth the effort? 01(8) 29-30. Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine.
A report of an initiative where Medical students reflect on their progress and meet individually with a senior member of staff to review their progress.
http://www.medev.ac.uk/newsletter/01.8.html
For a longer version see:

Murdoch-Eaton, D. and Levene, M. (2004) Formal appraisal of undergraduate medical students - is it worth the effort? Medical Teacher 26(1) 28-32.
http://www.informaworld.com/smpp/title~content=t713438241

 

Refining traditional feedback: faster feedback

 

Sellers, D. Improving feedback in a level 5 Pathology module. FAST Case Study (Formative Assessment in Science Teaching).
Staff teaching a Pathology module tried a range of measures to increase the speed with which students received feedback, including placing MCQs on a VLE, separating the giving of feedback from the giving of marks, giving more guidance on coursework, and giving feedback using a model answer.
http://www.open.ac.uk/fast/

 

Plugging gaps in feedback: guidance to staff on giving feedback

 

Brukner, H., Altkorn, D.L., Cook, S., Quinn, M.T. & McNabb, W.L. (1999) Giving effective feedback to medical students: a workshop for faculty and house staff. Medical Teacher 21, 2:161-165.
This paper describes a structured approach to teaching faculty members to give effective feedback to Medical students, using an interactive workshop format.
http://www.informaworld.com/smpp/title~content=t713438241

 

New ways of giving feedback: online and e-feedback

 

Hughes, C., Toohey, S. and Velan, G. (2008) eMed-Teamwork: a self-moderating system to gather peer feedback for developing and assessing teamwork skills. Medical Teacher 30(1), 5-9
Medical students gave feedback to each other on team skills, using a computer-based system which also allowed for students commenting on the feedback they received and tutors giving feedback.
http://www.informaworld.com/smpp/title~content=t713438241

 

Khan, K., Davies, D. and Gupta, J. (2001) Formative self-assessment using multiple true-false questions on the internet: feedback according to confidence about correct knowledge. Medical Teacher 23(2), 158-163
Discusses the development of a web-based feedback for Medical students across different teaching sites.
http://www.informaworld.com/smpp/title~content=t713438241

 

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Veterinary Medicine

 

 

 

 

 

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Arts, Culture and Environment

 

General

 

Roberts, A. (2007) Giving effective feedback to students in Architecture and Landscape Architecture. CEBE Briefing Guide No. 10. Higher Education Academy Centre for Education in the Built Environment.
A brief guide to effective feedback in the subject area of Architecture.
http://www.cebe.heacademy.ac.uk/publications/briefguides/list.php

 

Involving students in feedback: self and peer feedback

 

Peel, D. (2009) Self- and peer-assessment for Built Environment students. CEBE Briefing Guide No.14. Higher Education Academy Centre for Education in the Built Environment.
An introduction to the potential benefits of using self- and peer-assessment with Built Environment students.
http://www.cebe.heacademy.ac.uk/publications/briefguides/list.php

 

Interacting with students: reviewing progress with students

 

Brass, K. (1999) Using timely feedback on student progress to facilitate learning. Paper given at the HERDSA Annual Conference, July 1999, Melbourne.
This paper discusses the implementation of mid semester reviews with Art students, and outlines the benefits of the system for both underachieving students and those who are doing well.
http://www.herdsa.org.au/?page_id=182#B

 

Interacting with students: engaging with criteria and standards

 

Kleiman, P. (2007) Negotiating assessment: an approach to assessing practical work, including assessment criteria. Higher Education Academy Subject Centre for Dance, Drama and Music (PALATINE) Working Paper.
An approach to assessing Performing Arts students, where individual students discussed grade criteria and the weighting that should be given to them for their assignment with a member of staff.
http://www.palatine.ac.uk/publications/working-paper/

 

Refining traditional feedback: refocusing written comments

 

Pitts, S. (2005) 'Testing, testing...' How do students use written feedback? Active Learning in Higher Education, 6 (3), 218-229.
This study asked Music students what they found helpful in the written feedback they received.
http://alh.sagepub.com/

 

Weaver, M. (2006) Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
The article reports Business and Art and Design students' perceptions of what they found helpful and unhelpful in feedback on their assignments. The students valued feedback, but needed advice on understanding and using feedback before they could engage with it. Feedback could be improved by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and ensuring that feedback is timely.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Feedback-rich assignments: collaboration as a source of feedback

 

Orr, S. (2010) Collaborating or fighting for the marks? Students' experiences of group work assessment in the creative arts. Assessment & Evaluation in Higher Education 35(3), pp.301-313

This paper explores the tensions that may arise when Creative Arts students are assessed on how they work as a group as well as the outcome of the groupwork.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Dannels, D., Gaffney, A. and Martin, K. (2008) Beyond content, deeper than delivery: what critique feedback reveals about communication expectations in design education. International Journal for the Scholarship of Teaching and Learning 2(2)
This article discusses how feedback to students studying Design gives students information about communication skills as well as content.
http://academics.georgiasouthern.edu/ijsotl/

 

Sara, R. and Parnell, R. (2004) The review process. CEBE Briefing Guide No. 3, Higher Education Academy Centre for Education in the Built Environment.
Guidelines for giving feedback to students through 'crits', where students present their work to peers, tutors and others, particularly in subjects such as Architecture.
http://www.cebe.heacademy.ac.uk/publications/briefguides/list.php

 

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Business Studies

 

General

 

Australian Learning and Teaching Council (2010) Enhancing assessment feedback practices in accounting education: issues, obstacles and reforms.
This ALTC-funded project website provides findings and links.
http://www.jcu.edu.au/feedbacc/

 

Briefing and training of students

 

Higgins, R., Hartley, P. & Skelton, A. (2002) The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27 (1), 53-64.
Explores students' understanding and use of feedback, drawing on the work of a research project in Business and Management.
http://www.tandf.co.uk/journals/carfax/03075079.html

 

Involving students in feedback: peer feedback

 

Harvey, J. How am I doing? Using peer reviews to improve assessment. Signpost Leaflet 10 . Northumbria University: CETL in Assessment for Learning.
A short example of Business Studies students giving each other feedback on drafts of essays.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Price, M., O’Donovan, B. and Rust, C. (2007). Putting a social-constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International 44(2), pp. 143-152.
Peer review and feedback were used prior to final submission of a Business module in order to actively engage the students with feedback on their work and the feedback process.
http://www.tandf.co.uk/journals/routledge/14703297.html

 

Involving students in feedback: editing and redrafting

 

Handley, K. Szwelnik, A., Ujma, D., Lawrence, L., Millar, J. & Price, M. (2007). When less is more: students’ experiences of assessment feedback. Paper presented at the Higher Education Academy Annual Conference, July 2007.
This paper describes two case studies in Business Studies, where students are given the opportunity to receive feedback on drafts of assignments and to resubmit and assignment.
http://www.heacademy.ac.uk/assets/York/documents/events/conference/E5.doc

 

Harvey, J. How am I doing? Using peer reviews to improve assessment. Signpost Leaflet 10 . Northumbria University: CETL in Assessment for Learning.
A short example of Business Studies students giving each other feedback on drafts of essays.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Unsworth, K. and Kauter, K. (2008) Evaluating an earlybird scheme: encouraging early assignment writing and revising. Higher Education Research and Development 27(1), pp.69-76.
This paper disusses a voluntary 'earlybird' scheme that provided detailed feedback to undergraduate Business students on a first draft of their assignment.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Interacting with students

 

Handley, K., Price, M. and Millar, J. (2008) Engaging Students with Assessment Feedback: Final Report for FDTL5 Project 144/03. Oxford Brookes University: Oxford.
This report discusses the outputs from the FDTL project focusing on ways of engaging students with feedback in Business schools, although the findings have much wider applicability across the university subject areas. It also emphasises cost-effective feedback practices to improve student learning without increasing staff time.

https://mw.brookes.ac.uk/display/eswaf/Home

 

Interacting with students: engaging with criteria and standards

 

Bloxham, S. and West, A. (2007). Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12(1), 77–89.

Research on the development of Sports and Business & Management students' grasp of assessment criteria highlighted the value of verbal clarification of written guidance and feedback in tandem with peer assessment.

http://www.tandf.co.uk/journals/titles/13562517.asp

 

O’Donovan, B., Price, M., and Rust, C. (2008). Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education 13(2), 205-217.
This paper presents a framework of approaches to sharing meaningful knowledge of assessment standards amongst an academic community, particularly students in Business and Management studies.
http://www.tandf.co.uk/journals/titles/13562517.asp

 

Price, M., O'Donovan, B. and Rust, C. (2007).  Putting a social-constructivist  assessment process model into practice: building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International, 44(2), 143 - 152.

Explains the theory of a social-constructivist assessment process model and details one particular module in Business Studies where the authors have tried to put it into practice; focuses on attempts to actively engage the students with feedback, and considers the evidence of whether it has been effective.

http://www.tandf.co.uk/journals/routledge/14703297.html

 

Rust, C., Price, M., and O’Donovan, B. (2003) Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28 (2), 147-164.
This paper reports the findings of a two-year research project in Business modules focused on developing students’ understanding of assessment criteria and the assessment process through a structured intervention which used exemplars, marking practice and the opportunity for dialogue between staff and students to compliment explicit knowledge provided by staff. It was found that student learning can be improved significantly through such an intervention.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Interacting with students: feedback loops in undergraduate projects

 

Heinze, A. and Heinze, B. (2009) Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision. British Journal of Educational Technology 40(2), 294-305
A report of the findings of a survey of Business Studies students on their experiences of being supervised. The findings suggest that a combination of face-to-face and electronic feedback may be most successful in promoting dialogue between supervisors and students.
http://www.wiley.com/bw/journal.asp?ref=0007-1013

 

Refining traditional feedback: refocusing written comments

 

Mutch, A. (2003) Exploring the practice of feedback to students. Active Learning in Higher Education, 4 (1), 24-38.
This article explores the feedback practice on written course work within a Business programme and suggests how practices might be enhanced.
http://alh.sagepub.com/

 

Weaver, M. (2006) Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
The article reports Business and Art and Design students' perceptions of what they found helpful and unhelpful in feedback on their assignments. The students valued feedback, but needed advice on understanding and using feedback before they could engage with it. Feedback could be improved by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and ensuring that feedback is timely.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Plugging gaps in feedback: feedback on feedback

 

Lynch, J. (2009) Student engagement with feedback. Higher Education Academy Subject Centre for Business, Management, Accountancy and Finance Enhancing Student Centred Learning Case Study.
Student perceptions of feedback on a Business programme were investigated using focus groups and a questionnaire. This case study reports the students' views of the quality and purpose of feedback, and the links they made between marks and written comments.
http://www.heacademy.ac.uk/business/resources/detail/BMAF_Publications/Case_Studies/

enhancing_student_centred_learning

 

New ways of giving feedback: audio and video feedback

 

Lunt, T. and Curran, J. (2009) 'Are you listening please?' The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education iFirst.
Presents evidence from tutors and students on a Business Studies course to support the use of audio feedback provided via a VLE. The method is seen as efficient and valued by the students.
http://www.informaworld.com/smpp/title~content=g779269628~db=all

 

New ways of giving feedback: recycling written comments

 

Juwah, C. et al. (2004) Enhancing effectiveness and efficiency in student feedback. Case Study 4 in: Enhancing Student Learning through Effective Formative Feedback. Higher Education Academy: Student Enhanced Learning through Effective Feedback project.

Staff teaching final-year Accounting and Finance used grade-related criteria and a bank of feedback statements to provide quick and detailed feedback.

download publication

 

New ways of giving feedback: using clickers (PRS)

 

Beekes, W. (2008) 'Ask the audience' in lectures. BMAF Magazine 4, pp.3-4.
Feedback was given to students in a university Management School, using PRS.
http://www.heacademy.ac.uk/business/publications/bmag

 

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Divinity

 

 

 

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Economics

 

Plugging gaps in feedback: feedback on exams

 

Copestake, J. (2006) The mock exam as a low cost, high return revision exercise. Higher Education Academy Economics Network Case Study.
Students in Economics take a short mock exam, then discuss their answers in groups and then plenary, with feedback from the lecturer.
http://www.economicsnetwork.ac.uk/showcase/copestake_mock

 

Plugging gaps in feedback: feedback on feedback

 

Johnston, C., Cazaly, C. and Olekalns, N. (2008) The first year experience: perceptions of feedback. Paper presented at Universitas 21 Conference 2008.
The perceptions of feedback held by first year Economics students were explored from both the student’ and tutors’ perspectives through surveys and interviews. These results were also compared with a second year cohort to determine if student perceptions altered over time. http://www.universitas21.com/TandL/Papers/Fri1.pdf

 

Feedback-rich assignments: collaboration as a source of feedback

 

Johnston, C., James, R., Lye, J. and McDonald, I. (2000) An evaluation of collaborative problem solving for learning economics. Journal of Economic Education 31(1), pp.13-29

This article describes the introduction of a collaborative, problem-solving approach to learning in Economics.

http://www.tandf.co.uk/journals/titles/00220485.asp

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Johnston, C. and Olekalns, N. (2002) Enriching the learning experience: a CALM approach. Studies in Higher Education 27(1), pp.103-119

Students studying Economics were asked to respond online to a series of 'issues'. These responses were then critically commented on by other students. This enables students to view other students' work, and give and receive feedback.

http://www.tandf.co.uk/journals/carfax/03075079.html

 

 

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Education

 

General

 

Allan, L. and Fishwick, L. (2009) Engaging Sport Students in Assessment and Formative Feedback. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Subject Specific Guide.
http://www.heacademy.ac.uk/hlst/resources/subjectspecificguides

 

Briefing and training of students: helping students use feedback well

 

Buswell, J. and Matthews, N. (2004) Feedback on feedback! Encouraging students to read feedback: a University of Gloucestershire case study. Journal of Hospitality, Leisure, Sport and Tourism Education 3(1), 59-65.
Before receiving a grade for their work, students studying Leisure Management were asked to read the feedback and estimate their own grade.
http://www.heacademy.ac.uk/johlste/vol3/vol3no1

 

Briefing and training of students: elective feedback

 

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

Tutors teaching Outdoor Studies gave students feedback on their assignments by answering the students' questions about their work. However, first-year students had a limited understanding of expectations and standards and so were less able to indicate the feedback they would like.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

O'Shea, C. (2009) Elective feedback in an Online Assessment MSc Course.
An example from a course on Online Assessment delivered as part of an MSc in E-Learning.
Download article.

 

Involving students in feedback: peer feedback

 

Bloxham, S. and West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), pp.721-733.
This paper reports on an exercise where Sports Studies students used assessment criteria to mark their peers' work coupled with an assessment of their peer marking and feedback comments.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Brew, C., Riley, P., Walta, C. (2009) Education students and their teachers: comparing views on participative assessment practices. Assessment & Evaluation in Higher Education 34(6), 641-657
Education staff and students were asked for their perceptions of using peer feedback and group assessment.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Hanrahan, S. and Isaacs, G. (2001) Assessing self- and peer-assessment: the students' views. Higher Education Research & Development 20(1), 53-68
Students studying Health Psychology were asked to self-assess and peer-assess their assignments, and then to complete a short questionnaire on the experience. Their responses were generally positive but some concerns were expressed.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Involving students in feedback: self-generated feedback

 

Mok, M.M.C., Lung, C.L., Cheng, D.P., Cheung, R.H.P. and Ng, M.L.(2006) Self-assessment in higher education: experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education. 31(4),pp.415-433.
The study describes the use of a metacognitive approach for self-assessment of teacher Education students. Students self-assessed at the beginning, middle and end of learning by asking themselves three questions in what they know, what they want to know and what they have learnt about the topic.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback: co-revising assignments

 

Kim, M. (2009). The impact of an elaborated assessee’s role in peer assessment. Assessment & Evaluation in Higher Education, 34(1): 105-114.
This paper discusses the effects of assessees' roles in an Educational training course that involved student editing and redrafting assignments based on feedback from their peers. Although it focuses on students’ reflection on their peers’ feedback, the finding of this study suggested instructional implications for those who want to employ peer assessment as a learning method by showing the effectiveness of a well-developed task and role design.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback: editing and redrafting

 

Prowse, S., Duncan, N., Hughes, J., and Burke, D. (2007) ‘…do that and I’ll raise your grade’. Innovative module design and recursive feedback. Teaching in Higher Education, 12(4), 437-445.
This paper discusses an innovative feedback process which involved recursive feedback, pre-submission guidance and the use of feedback as a dialogue between students and teachers. It was implemented in an Education module, and the aim was to encourage students’ effective use of tutors’ feedback on their work.
http://www.tandf.co.uk/journals/titles/13562517.asp

 

Interacting with students: engaging with criteria and standards

 

Bloxham, S. and West, A. (2007). Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12(1), 77–89.

Research on the development of Sports and Business & Management students' grasp of assessment criteria highlighted the value of verbal clarification of written guidance and feedback in tandem with peer assessment.

http://www.tandf.co.uk/journals/titles/13562517.asp

 

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

Tutors on an outdoor studies degree attempted to set up a dialogue with students by providing

written feedback in response to students’ questions about their work, requested on

their assignment cover sheets. While the approach encouraged students to think about their writing, it needed to be combined with peer discussion to help nourish students’ grasp of staff expectations and standards.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Castle, P. (2008) Enhancing feedback: the development of a criterion-based marking template for students on a sport degree programme. Journal of Hospitality, Leisure, Sport & Tourism Education 7(1). Higher Education Academy Hospitality, Leisure, Sport and Tourism Network.
Tutors and students studying Physical Education developed a set of assessment criteria, which students then used to review their work before submission.
http://www.heacademy.ac.uk/johlste/vol7/vol7no1

 

Elwood, J. & Klenowski, V. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment & Evaluation in Higher Education, 27(3), 243-256.
This paper reflects on establishing a common understanding of marking criteria and self assessment in a postgraduate Education course.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Sadler, D.R.(2002). Ah!...So that’s ‘quality’. in Schwartz, P. and Webb, G. Assessment Case Studies, Examples and Practice from Higher Education. London: Kogan Page. pp. 130-136.
This case study from Education deals with the issue of how students can be made aware of just what constitutes ‘quality’ in an assignment or other assessment product they prepare.

 

Sambell, K. Here's one we did earlier: helping first year students to understand what is expected of them. Signpost Leaflet 5. Northumbria University: CETL in Assessment for Learning.
A short case study where Education students looked at and commented on examples of essays.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Interacting with students: feedback loops in undergraduate projects

 

Hill, D. (2008) The use of podcasts in the delivery of feedback to dissertation students. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Case Study.
Sports students were given podcasts of feedback on subsequent chapters of their dissertations. They were asked about the balance of podcast and face-to-face feedback.
http://www.heacademy.ac.uk/hlst/resources/casestudies/assessment#at

 

Mills, C. and Matthews, N. (2008) Review of tutor feedback during undergraduate dissertations: a case study. Journal of Hospitality, Leisure, Sport and Tourism Education, 8(1) 108-116.
Sports Education students completed a pro forma to comment on the feedback they received from their tutor while completing their dissertation.
http://www.heacademy.ac.uk/johlste/vol8/vol8no1#at

 

Interacting with students: optimising feedback in postgraduate supervision

 

Crossouard, B. and Pryor, J. (2009) Using email for formative assessment with professional doctorate students. Assessment & Evaluation in Higher Education 34(4), 377-388.
A small-scale study where EdD students were given feedback by email. Discusses the benefits of providing concrete comments and raises the issue of the level of authority given to comments and the affective dimension of receiving feedback.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Refining traditional feedback: pro forma feedback

 

Tang, S.Y.F. and Chow, A.W.K. (2007) Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education 23(7), 1066-1085

http://www.elsevier.com/wps/find/journaldescription.cws_home/224/description#description

 

Feedback-rich assignments: collaboration as a source of feedback

 

Wheeler, S. and Wheeler, D. (2009) Using wikis to promote quality learning in teacher training. Learning, Media and Technology 34(1), pp.1-10

Wikis were used to improve the writing skills of Education students and provide a shared environment in which to discuss their work.

http://www.tandf.co.uk/journals/titles/17439884.asp

 

Plugging gaps in feedback: feedback on feedback

 

Hanrahan, S. and Isaacs, G. (2001) Assessing self- and peer-assessment: the students' views. Higher Education Research & Development 20(1), 53-68
Students studying Health Psychology were asked to self-assess and peer-assess their assignments, and then to complete a short questionnaire on the experience. Their responses were generally positive but some concerns were expressed.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Mills, C. Review of tutor feedback during undergraduate dissertations. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Case Study.
Sports Education students were asked to comment on the feedback they received, using a series of prompts.
http://www.heacademy.ac.uk/hlst/resources/casestudies/assessment#at

 

Feedback-rich assignments: feedforward assignments

 

Prowse, S., Duncan, N., Hughes, J. and Burke, D. (2007) '...Do that and I'll raise your grade'. Innovative module design and recursive feedback. Teaching in Higher Education 12(4), pp.437-445.

In a first-semester Education course, students were asked to submit a draft, discuss the feedback on this first draft and then resubmit.

http://www.tandf.co.uk/journals/titles/13562517.asp

 

Yu, F.Y.Y. (2006). Staged assessment and feedback. In Carless, D. et al. (ed.) How Assessment Supports Learning: Learning-Oriented Assessment in Action. Section 3.37. Hong Kong: Hong Kong UP.

In the Hong Kong Institute of Education, a single substantial assignment was turned into six more manageable, small assignments, forming a cycle that followed the phases learning/assessing/re-learning/. The initiative proved beneficial in  scaffolding students' understanding and enabling them to consolidate what they had learned.

 

New ways of giving feedback: audio and video feedback

 

Hill, D. (2008) The use of podcasts in the delivery of feedback to dissertation students. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Case Study.
Sports students were given podcasts of feedback on subsequent chapters of their dissertations. They were asked about the balance of podcast and face-to-face feedback.
http://www.heacademy.ac.uk/hlst/resources/casestudies/assessment#at

 

Micklewright, D. Podcasting as an alternative mode of assessment feedback. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Case Study.
Sports Science undergraduates were given feedback on their assignment through a podcast rather than receiving written feedback. They were asked which method they preferred.
http://www.heacademy.ac.uk/hlst/resources/casestudies/assessment#at

 

New ways of giving feedback: recycling written comments

 

Brown, J. Annotating electronic assignment copies with comments. Massey, Victoria, Otago universities and UCOL: Innovations in Assignment Marking project.
In this short case study, standard features on Microsoft Word are used to provide detailed feedback on Education students work, allowing for flexibility in editing comments and the opportunity to re-use comments on common mistakes.
http://etools.massey.ac.nz/casestudyac.htm

 

New ways of giving feedback: online and e-feedback

 

Tong, R. and Beynon, C. (2008) Can formative computer aided assessment assist student learning? Higher Education Academy Hospitality, Leisure, Sport and Tourism Network Case Study
In this case study, students studying Sport Physiology completed MCQs throughout the course and were given feedback electronically.
http://www.heacademy.ac.uk/hlst/resources/casestudies/assessment

 

New ways of giving feedback: using clickers (PRS)

 

de Jong, T., Lane, J., Sharp, S. and Kershaw, P. (2009) Optimising personal audience response systems technology to enhance student learning in teacher education lectures. Proceedings of the 3rd HERDSA Annual Conference.
This paper reports on the findings of a survey of Education students' views of PARS and makes suggestions for its use.
http://www.herdsa.org.au/?page_id=520

 

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Health in Social Science

 

Involving students in feedback: peer feedback

 

Brownrigg, A. Positive interactions: developing students' learning through group poster work. Signpost Leaflet 15. Northumbria University: CETL in Assessment for Learning.
A short case study where Health Studies students gave each other feedback on posters.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Interacting with students: engaging with criteria and standards

 

Cathers, I. (2006) Feedforward and feedback: helping students and staff engage with the standards. Synergy Issue 24. University of Sydney Institute for Teaching and Learning.
In this case study, Health Sciences students were asked to grade themselves against the criteria which were used to mark their assignments. Feedback from the tutors then focused on any discrepancies between their own grading and that of the student.
http://www.itl.usyd.edu.au/synergy/article.cfm?articleID=288

 

Refining traditional feedback: refocusing written comments

 

Rae, A. M., and Cochrane, D. K. (2008) Listening to students: How to make written assessment feedback useful. Active Learning in Higher Education, 9.3, pp. 217-230.
In this study, Nursing students were asked how written feedback had helped them learn, the processes of receiving feedback, and how they made sense of the feedback they were given.
http://alh.sagepub.com/

 

Feedback-rich assignments: collaboration as a source of feedback

 

Asghar, A. (2010) Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education 35(4), 403-417

First-year Physiotherapy students used reciprocal peer coaching to learn skills. Each student needed to be successful for the group to succeed. The effects of RPC on motivation are discussed.

http://www.tandf.co.uk/journals/carfax/02602938.htm

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Bracher, L. (1998) The process of poster presentation: a valuable learning experience. The Medical Teacher, 20(6) pp. 552-557

This paper describes the formative use of poster presentation in a Nursing Studies programme. At this early developmental stage poster presentation has proved to be as successful an assessment strategy as the traditional essay and students report poster creation and presentation to be a novel and engaging experience. Teacher experience shows that despite the intensity of the assessment procedure, observing the emergence of analytical debate and creative achievements of students is an exhilarating and worthwhile experience.

http://www.informaworld.com/smpp/title~content=t713438241

 

New ways of giving feedback: online and e-feedback

 

Nix, I. and Wyllie, A. (2009) Exploring design features to enhance computer-based assessment: learners' views on using a confidence-indicator tool and computer-based feedback. British Journal of Educational Technology Early View
A small-scale study of Social Work and Health Science students' views on using a confidence indicator to submit online answers, and on the feedback provided via the computer.
http://www3.interscience.wiley.com/journal/122649797/abstract

 

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History, Classics and Archaeology

 

General

 

De Montfort University Department of Historical and Social Studies: It's Good to Talk: Feedback, Dialogue and Learning project.

This project aims to develop models of feedback that enhance student learning and to demonstrate how they can be embedded in the student learning experience and transferred to cognate disciplines. Sse particularly the paper by Gwinn, I. and Richardson, S. 'Historically speaking': dialogue feedback, and the pracice of academic history.

http://www.dmu.ac.uk/faculties/humanities/departments-staff/department-historical-social-studies/its-good-to-talk/

 

Involving students in feedback: peer feedback

 

van den Berg, I., Admiraal, w. and Pilot, A. (2006). Designing student peer assessment in higher education: analysis of written and oral peer feedback. Teaching in Higher Education, 11(2), pp.135-147.
This paper discusses the practice of using peer feedback on draft writing in five different courses in History. Both written and oral feedback from peers were gathered and analyzed.
http://www.tandf.co.uk/journals/titles/13562517.asp

 

Involving students in feedback: self-generated feedback

 

Anderson, R.D. (1996) Structured Feedback with Limited Self-Assessment . In: Hounsell, D., McCulloch, M. and Scott, M. (eds) The ASSHE Inventory: Changing Assessment Practices in Scottish Higher Education. Sheffield: UCoSDA. p.90
In a European History course at the University of Edinburgh, the essay assessment form served as a foundation for self-assessment. In the second term of the course, the students were asked to evaluate their achievement in relation to four ideal attributes of an essay set out in the pro forma.
Download article.

 

Day, A. (1996) Student Self-Assessment as an Aid to Marking Assignments. In: Hounsell, D., McCulloch, M. and Scott, M. (eds) The ASSHE Inventory: Changing Assessment Practices in Scottish Higher Education. Sheffield: UCoSDA. p.88
In at American History course at the University of Edinburgh, students were encouraged to develop their capacity to appraise the quality of their written work by submitting, alongside a completed essay, informal evaluative comments on its chief strengths and weaknesses.
Download article.

 

Feedback-rich assignments: feedforward assignments

 

McCreery, C. (2005) Less is more: rethinking assessment in a first-year History unit. Synergy 22. University of Sydney Institute for Teaching and Learning

Cindy McCreery has reported her attempts to refashion History coursework at Sydney University to help  first-year students to improve their essay-writing abilities. Two separate assignments, an analysis of a journal article analysis and a long essay, were replaced with a three-staged essay assignment comprising a draft essay plan, a bibliography and final version of the essay, interleaved with group discussion.  To aid this process, tutorials were refocused and students joined a tutorial group for the particular essay topic they had chosen.

http://www.itl.usyd.edu.au/synergy/article.cfm?articleID=265

 

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Law

 

Involving students in feedback: self-generated feedback

 

Johnstone, R., Patterson, J., and Rubenstein, K. (1998) Improving Criteria and Feedback in Student Assessment in Law. Sydney/London: Cavendish Publishing, p.80, Example 1.
In this example, a first year students in History and Philosophy of Law were asked to complete a self-reflection checklist and feedback sheet before submitting their work. This self-reflection checklist and feedback helped students to understand assessment criteria and provided them a chance to revise.

 

Interacting with students: engaging with criteria and standards

 

Case, S. (2007). Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. Assessment & Evaluation in Higher Education, 32 (3), 285-299.
A reformulated system of assessment feedback was implemented with undergraduates taking Criminology modules in Applied Social Science. An electronic template form with a statement bank and the offer of follow-up, feedback consolidation meetings with the tutor was provided.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Cuffe, N., and Jackson, s. (2006) Engaging students in the implementation of criterion referenced assessment in first year law. 9th Pacific Rim First Year in Higher Education Conference, Griffith University, Gold coast, 12-14 July 2006.
This paper discusses the use of students’ feedback on criterion referenced assessment and the strategies adopted in a first year Law program to engage students more fully and enhance their learning outcomes.
http://www.fyhe.qut.edu.au/past_papers/2006/program.html

 

Refining traditional feedback: refocusing written comments

 

Bright, K. Providing individual written feedback on formative and summative assessments. Higher Education Academy UK Centre for Legal Education resource.
Some guidelines for providing written feedback to Law students.
http://www.ukcle.ac.uk/resources/assessment/effectivefeedback.html

 

Refining traditional feedback: pro forma feedback

 

Cooper, D. (2005) Assessing what we have taught: the challenges faced with the assessment of oral presentation skills. In: Higher Education in a Changing World: proceedings of the 28th HERDSA Annual Conference, Sydney, 3-6 July 2005.
http://www.herdsa.org.au/?page_id=167

 

Plugging gaps in feedback: exemplars, model answers and past questions

 

Hendry, G.D., Bromberger, N., and Armstrong, S.(in press). Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education. iFirst
This paper focuses on the use of exemplars to help students understand marking criteria and standards before they submit their own work, in a first-year Law course. Feedback to students includes individual feedback with the pro forma marking sheet and whole class feedback.
http://www.informaworld.com/smpp/title~content=g779269628~db=all

 

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Literature, Languages and Cultures

 

Briefing and training of students: informing students about feedback

 

Matthewman, A. (2008) Assessment and feedback in modern languages. Liaison 1, 36-37. Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies newsletter.
A report of initiatives in a Faculty of Arts to consult their students about their perceptions of feedback practice, and to introduce an induction programme to brief first-year students.
http://www.llas.ac.uk/news/newsletter.html

 

Briefing and training of students: elective feedback

 

Mallett, P. (2004). Self and peer-assessment of written work in English (Case Study 6), in Juwah, C. et al. Enhancing Student Learning through Effective Formative Feedback. (SENLEF Project). York: Higher Education Academy, 28-30.

An initiative in honours-level English Literature which demonstrates various possibilities for drawing students more directly into the feedback process. In the first of two essays students complete a self-assessment sheet in which they not only identify the essay's strengths and weaknesses and suggest what mark it merits, but also indicate what aspects of their work they would most like to have feedback on from the tutor.

http://www.heacademy.ac.uk/resources/detail/resource_database/

id353_effective_formative_feedback_juwah_etal

Involving students in feedback: self-generated feedback

 

Taras, M. (2001) The use of tutor feedback and student self-assessment in summative assessment tasks: towards transparency for students and for tutors. Assessment & Evaluation in Higher Education, 26(6), 605-614.
This article, written from a base in Linguistics, suggests using tutor corrected, summative, graded work for self assessment, but to withhold the grade until after the self assessment. http://www.tandf.co.uk/journals/carfax/02602938.html

 

Taras, M. (2003) To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education, 28(5), 549-565.
The study explores the role of tutor feedback in student self assessment in Language studies. http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback: editing and redrafting

 

Montgomery, C. Practice makes perfect: working towards a summative essay through drafts and edits. Signpost Leaflet 8. Northumbria University: CETL in Assessment for Learning.
A short example of giving English Language students feedback on drafts of essays.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Interacting with students: optimising feedback in postgraduate supervision

 

Kumar, V. and Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education 12(4), 461-470.
This paper offers an analysis of written feedback on a first draft of a PhD thesis in Applied Linguistics. The interaction between the supervisor and the supervisee played an important role for the induction of the supervisee into the academic community, and suggests a peer-to-peer model in PhD education.
http://www.tandf.co.uk/journals/titles/13562517.asp

 

Refining traditional feedback: refocusing written comments

 

Fernandez-Toro, M. and Truman, M. (2009) Improved learning through improved feedback on Languages TMAs. (Interim report). Milton Keynes: Open CETL, Open University.
Follows up the Walker (2009) study by analysing 4000+ written comments made by Language tutors on 72 assignments in two Open University Spanish modules. Findings suggest that Languages tutors comment more on skills than on content, and make more comments simply indicating (rather than correcting) errors or providing explanations.
http://www.open.ac.uk/opencetl/activities/details/detail.php?itemId=492fcd766c828

 

Plugging gaps in feedback: feedback on feedback

 

Matthewman, A. (2008) Assessment and feedback in modern languages. Liaison 1, 36-37. Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies newsletter.
A report of initiatives in a Faculty of Arts to consult their students about their perceptions of feedback practice, and to introduce an induction programme to brief first-year students.
http://www.llas.ac.uk/news/newsletter.html

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Reimann, N. Getting to grips: using posters for formative feedback. Signpost Leaflet 9. Northumbria University: CETL in Assessment for Learning.
A short example of English Language students giving each other feedback on posters.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

New ways of giving feedback: audio and video feedback

 

Stannard, R. (2007) Using screen capture software in student feedback. Higher Education Academy English Subject Centre Case Study.
A case study of using screen capture software to show students how to improve their language skills. The web page includes some short videos of examples of the software being used.
http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php

 

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Philosophy, Psychology and Language Sciences

 

General

 

Hulme, J. and Forshaw, M. (2009) Effectiveness of feedback provision for undergraduate psychology students. Psychology Learning and Teaching Journal 8(1), 34-38
A survey of Psychology students from a range of university departments asked about the forms of feedback being used, and how useful it was.
http://www.psychology.heacademy.ac.uk/s.php?p=277

 

Briefing and training of students: elective feedback

 

Norton, L., Clifford, R., Hopkins, L. Toner, I. and Norton, WB. (2002) Helping psychology students write better essays. Psychology Learning and Teaching 2(2) 116-126.
In this case study, Psychology students were given the tutors' checklist of criteria for their assignments and asked to rate their own essays. This formed the basis for feedback to the students from the tutors.
http://www.psychology.heacademy.ac.uk/s.php?p=250

 

Involving students in feedback: peer feedback

 

Brunsden, V. (2007) Patchwork texts as a form of assessment. Higher Education Academy Psychology Network Newsletter, 44. pp. 4-5.
Psychology students gave feedback to each other on a variety of formative assessment writing tasks.
http://www.psychology.heacademy.ac.uk/s.php?p=81

 

Falchikov, N. (2002) Unpacking' peer assessment. In Schwartz, P. and Webb, G. Assessment (Case Studies of Teaching in Higher Education Series): Case Studies, Experience and Practice from Higher Education.pp. 70-77 London: Kogan Page Stylus Publishing.
This case study looks at problems encountered during implementation of peer assessment and the attempts made to solve them in Bioscience and Psychology.

 

Hanrahan, S. and Isaacs, G. (2001) Assessing self- and peer-assessment: the students' views. Higher Education Research & Development 20(1), 53-68
Students studying Health Psychology were asked to self-assess and peer-assess their assignments, and then to complete a short questionnaire on the experience. Their responses were generally positive but some concerns were expressed.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Morrow, L. (2006) An application of peer feedback to undergraduates' writing of critical literature reviews. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 1(2), 61-72.
This paper reports on an initiative to introduce peer feedback to what was a new type of assignment for honours Psychology students. It discusses the students' evaluation of the experience of reading and commenting on other students' work.
http://www.pestlhe.org.uk/index.php/pestlhe/article/view/15

 

Topping, K., Smith, E., Swanson, I. & Elliot, A. (2000) Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149-170. This article examines formative peer assessment of academic writing and analyses the type and amount of feedback given by peers and teachers in Psychology.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback: self-generated feedback

 

Norton, L., Clifford, R., Hopkins, L. Toner, I. and Norton, WB. (2002) Helping psychology students write better essays. Psychology Learning and Teaching 2(2) 116-126.
In this case study, Psychology students were given the tutors' checklist of criteria for their assignments and asked to rate their own essays. This formed the basis for feedback to the students from the tutors.
http://www.psychology.heacademy.ac.uk/s.php?p=250

 

Taras, M. (2001) The use of tutor feedback and student self-assessment in summative assessment tasks: towards transparency for students and for tutors. Assessment & Evaluation in Higher Education, 26(6), 605-614.
This article, written from a base in Linguistics, suggests using tutor corrected, summative, graded work for self assessment, but to withhold the grade until after the self assessment.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Taras, M. (2003) To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education, 28(5), 549-565.
The study explores the role of tutor feedback in student self assessment in Language studies.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Involving students in feedback:: co-revising assignments

 

Baxter, J (2007). A Case Study of Online Collaborative Work in a Large First Year Psychology Class. From the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007.
This case study discusses a redesign of a large first year Psychology course where students make individual contributions but also engage in constructing a group response.
http://www.reap.ac.uk/reap07/ConferenceSessions/Theme1Assessmentandthe1styearexperience

/tabid/266/Default.html?link=266&tabid=120

 

Involving students in feedback: editing and redrafting

 

Covic, T., and Jones, M. K. (2008) Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve? Assessment and Evaluation in Higher Education, 33.1, pp. 75-85.
26 out of 54 third-year Psychology students were provided detailed formative feedback on their essay and an opportunity to resubmit their essay.
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Montgomery, C. Practice makes perfect: working towards a summative essay through drafts and edits. Signpost Leaflet 8. Northumbria University: CETL in Assessment for Learning.
A short example of giving English Language students feedback on drafts of essays.
http://www.northumbria.ac.uk/cetl_afl/resources/signposts/

 

Interacting with students: engaging with criteria and standards

 

Norton, L. (2004) Using assessment criteria as learning criteria: a case study in psychology. Assessment & Evaluation in Higher Education, 29 (6), 687-702.
The article explores the reconceptualization of assessment criteria as learning criteria in PALS (psychology applied learning scenarios).
http://www.tandf.co.uk/journals/carfax/02602938.html

 

Norton, L., Clifford, R., Hopkins, L. Toner, I. and Norton, WB. (2002) Helping psychology students write better essays. Psychology Learning and Teaching 2(2) 116-126.
In this case study, Psychology students were given the tutors' checklist of criteria for their assignments and asked to rate their own essays. This formed the basis for feedback to the students from the tutors.
http://www.psychology.heacademy.ac.uk/s.php?p=250

 

Interacting with students: feedback loops in undergraduate projects

 

O'Siochru, C. (2008) Improving feedback effectiveness. Higher Education Academy Psychology Network Newsletter, 48. p. 4.
In this case study, supervisors of third year Psychology student research projects used the feedback on their supervisees' second year projects to give guidance to the student on how to develop their new project.
http://www.psychology.heacademy.ac.uk/s.php?p=81

 

Interacting with students: optimising feedback in postgraduate supervision

 

Kumar, V. and Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education 12(4), 461-470.
This paper offers an analysis of written feedback on a first draft of a PhD thesis in Applied Linguistics. The interaction between the supervisor and the supervisee played an important role for the induction of the supervisee into the academic community, and suggests a peer-to-peer model in PhD education.
http://www.tandf.co.uk/journals/titles/13562517.asp

 

Refining traditional feedback: refocusing written comments

 

Malouff, J. Rooke, S. and Schutte N. (2008) Helping students improve their writing. Association for Psychological Science Observer 21(8)
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2399

Pezdek, K. (2009) Grading student papers: reducing faculty workload while improving feedback to students. Association for Psychological Science Observer 22(9)
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2578
Suggestions for helping students improve their writing, based on examples from Psychology.

 

Plugging gaps in feedback: feedback on feedback

 

Hanrahan, S. and Isaacs, G. (2001) Assessing self- and peer-assessment: the students' views. Higher Education Research & Development 20(1), 53-68
Students studying Health Psychology were asked to self-assess and peer-assess their assignments, and then to complete a short questionnaire on the experience. Their responses were generally positive but some concerns were expressed.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

Feedback-rich assignments: feedforward assignments

 

Covic, T. and Jones, M. (2008) Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve? Assessment & Evaluation in Higher Education 33(1), pp.75-85.

Psychology students were given the opportunity to resubmit essays following feedback. 18 out of 26 resubmitted essays achieved higher grades.

http://www.tandf.co.uk/journals/carfax/02602938.html

 

Feedback-rich assignments: collaboration as a source of feedback

 

Nicol, D. (2009) Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education 34(3), pp.335-352.

This paper includes a case study of a Psychology course which was redesigned so that the students worked collaboratively in groups online.

http://www.tandf.co.uk/journals/carfax/02602938.htm

 

New ways of giving feedback: audio and video feedback

 

JISC (2010) Enhancing the experience of feedback. Case study 6, University of Leicester. JISC: Effective assessment in a digital age.

An example of using podcasts on a distance learning MSc in Occupational Psychology, with 'lessons learned' and 'advantages gained'.

http://www.jisc.ac.uk/digiassess

 

New ways of giving feedback: using clickers (PRS)

 

Wit, E. (2003) Who wants to be ... the use of a personal response system in statistics teaching. MSOR Connections 3(2) 14-20. Higher Education Academy Maths, Stats and OR Network newsletter.
This article describes the introduction of PRS into a Statistics for Psychologists course, and discusses educational principles and the development of suitable questions for use.
http://www.mathstore.ac.uk/index.php?pid=37&vol=3&num=2

 

Reshaping curricula and assessment: cumulative assignments

 

Brunsden, V. (2007) Patchwork texts as a form of assessment. Higher Education Academy Psychology Network Newsletter, 44. pp. 4-5.
Psychology students gave feedback to each other on a variety of formative assessment writing tasks, which were then used in the final summative assessment.
http://www.psychology.heacademy.ac.uk/s.php?p=81

 

Reshaping curricula and assignments: closing the feedback loop

 

O'Siochru, C. (2008) Improving feedback effectiveness. Higher Education Academy Psychology Network Newsletter, 48. p. 4.
In this case study, supervisors of third year Psychology student research projects used the feedback on their supervisees' second year projects to give guidance to the student on how to develop their new project.
http://www.psychology.heacademy.ac.uk/s.php?p=81

 

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Social and Political Studies

 

Briefing and training of students: helping students use feedback well

 

McCann, L. and Saunders, G. (2008) Improving student perceptions of assessment feedback. Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP) Case Study.
A powerpoint presentation was created that could be used by academic staff in Policy Studies to brief students on how to use feedback well.
http://www.swap.ac.uk/resources/publs/casestudies/saunders.html

 

Involving students in feedback: peer feedback

 

Cartney, P. (2008) Using peer formative assessment with social work students.
Smith, S. (2007) 'Other students are saying ...': harnessing peer feedback for a formative assessment task
Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP) Case Studies
Two case studies describing initiatives in which Social Work students gave each other feedback on their assignments before they were submitted for summative assessment.
http://www.swap.ac.uk/resources/publs/casestudies/casestudies.html

 

Interacting with students: optimising feedback in postgraduate supervision

 

Li, S. and Seale, C. (2007). Managing criticism in Ph.D. supervision: a qualitative case study. Studies in Higher Education, 32(4), pp.511-526.
A case study in Sociology shows how criticism as feedback from supervisors to the Ph.D. student is produced and managed in the supervisory relationship and interaction.
http://www.tandf.co.uk/journals/carfax/03075079.html

 

Refining traditional feedback: faster feedback

 

Macmillan, J. and Mclean, M.J. (2005). Making first-year tutorials count. Active Learning in Higher Education. 6.2, pp. 94-105.

In a first-year module on International Relations, students were asked to submit briefing papers five days before tutorials. These were then discussed with other students during the tutorial and individual feedback was given at the same time by the tutor. Three days after the tutorial students submitted evaluation papers, taking into account feedback from the tutor and other students.

http://alh.sagepub.com/

 

Feedback-rich assignments: feedforward assignments

 

Smythe, D.M. (2006). Research paper assignments that prevent plagiarism. In Carless, D. et al. (ed.) How Assessment Supports Learning: Learning-Oriented Assessment in Action. Section 3.1.  Hong Kong: Hong Kong UP.

A progressive process for writing an assigned research paper was introduced in the Sociology and Criminology Department at St. Mary's University in Canada.  It follows the stages first draft/ feedback on first draft / final draft /marking. By creating a feedback loop, students have more time to reflect on and learn from constructive feedback within the context of their end-of-term assignments.  And in consequence, there has been a dramatic reduction in unintentional student plagiarism, while the pressure has lessened to produce work at the last minute.

 

Feedback-rich assignments: on-display learning as a proxy for feedback

 

Akister, J., Bannon, A. and Mullender-Lock, H. (2000) Poster Presentations in Social Work Education Assessment: a Case Study. Innovations in Education and Teaching International, 37(3), pp. 229 - 233

In Social Work the ability to verbally support assessments undertaken in the workplace is an important skill which is not usually assessed. Using a poster presentation as an assessment strategy has offered some unexpected opportunities in this area since the students have to respond to questions from the assessors based on the material presented in the poster. This case study describes the experience of using posters for assessment and includes feedback from students who chose the option of presenting a poster and those who did not.

http://www.tandf.co.uk/journals/routledge/14703297.html

 

Jarvis, L. and Cain, J. (2003) Posters and Oral Presentations in Undergraduate History of Science. PRS-LTSN Journal, 2.2, pp. 50-72.

http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/125

 

New ways of giving feedback: online and e-feedback

 

Nix, I. and Wyllie, A. (2009) Exploring design features to enhance computer-based assessment: learners' views on using a confidence-indicator tool and computer-based feedback. British Journal of Educational Technology Early View
A small-scale study of Social Work and Health Science students' views on using a confidence indicator to submit online answers, and on the feedback provided via the computer.
http://www3.interscience.wiley.com/journal/122649797/abstract

 

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