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Improving feedback: the effects of student choice and of exemplars
DescriptionThis project investigated two novel aspects of providing feedback to students on their work: the provision of choice in the topics and themes they receive feedback on (‘focused feedback’) and the use of web-based exemplars to provide ‘feedforward’ for examinations (‘feedforward folders’). The focused feedback research investigated how many students used the opportunity to request this kind of feedback, what topics they identified as being most important for feedback and whether staff response to these requests involved increased workload. The feedforward folders provided exemplars of previous student work to help students prepare for examinations. Their use was recorded and their effects on student preparation and performance investigated. 13 modules with a total of 710 students volunteered for the focused feedback study. Only 6% of students took the opportunity to request feedback; the reasons for this low uptake, as explored in interviews, were complex and included misunderstandings of the purpose of the focused feedback and ‘game playing’ around marks. There was a significant negative correlation between the amount of feedback provided and the final mark awarded to the student; hence academics tended to give more feedback on weaker pieces of work. 13 modules enrolled on the ‘feedback first’ exemplars project. All students and staff interviewed were very positive about the use of the exemplars. 77% of 512 students eligible on the modules accessed the exemplars, and there was a significant difference between the assessment marks of those who did and who did not use exemplars, with the latter doing 6% worse on average.
Project ResourcesHow to guide: Focused Feedback
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