Below are some ideas for providing feedback more effectively, implementing different modes of feedback, and helping students engage with feedback.\u00a0 These are all small-scale ideas which do not require official college approval, although you may want to consult your module conveners if trying something with a cohort for the first time.<\/p>\n
Each idea links you to the\u00a0 ‘Assessment for Learning at King’s’ resource<\/a> <\/strong>where you will find a rationale, key benefits, pitfalls to avoid, case studies and examples, and detailed suggestions for implementation which you can adapt to your context.<\/p>\n Audio feedback is the system of providing spoken comments on students assessed work, which are digitally recorded and made available to each student.\u00a0 \u00a0It both increases the amount of feedback\u00a0that can be given within a certain time, and\u00a0reduces the amount of time spent on writing\u00a0feedback.\u00a0The increased level of personalisation means that students are more likely to be\u00a0motivated to engage with it. There are a variety of technologies supported by KEATS that can be used.<\/p>\n More about audio feedback<\/strong><\/a>.<\/p>\n Rather than providing comments on each individual piece of work, generic feedback allows for holistic comments to be provided to\u00a0all students as a cohort for one assignment. It focuses on patterns of strengths, weaknesses and areas for development that are common to the majority of the class. This approach can be more effective than individualised feedback that comes too late for students to engage with or apply. Click the link above for a variety of methods of providing generic cohort feedback.<\/p>\n More about cohort or ‘generic’ feedback<\/strong><\/a>.<\/p>\n Codes or pro-forma templates save time marking\u00a0but give\u00a0concise, targeted feedback for students. It is particularly useful when using model answers in exam situations, as aspects of the answer can be assigned a code, which is then applied to the students\u2019 answer. Students\u00a0can be encouraged to write a short reflection or plan for a tutorial on their main strengths and weaknesses. Click the link above for a variety of methods of uses codes and pro formas to give feedback.<\/p>\n More about codes and criteria pro-formas<\/strong><\/a>.<\/p>\n Screencast is a\u00a0digital video recording that captures actions taking place on a computer screen. It also can include audio and video of the presenter. Like\u00a0audio feedback,<\/a>\u00a0screencasting allows teacher to provide extensive comments on students\u2019 work in a more time-efficient way which is more personal to the students.<\/p>\n More about screencasting<\/strong><\/a>.<\/p>\n An interactive cover sheet (ICS)\u00a0is similar to a submission cover sheet that\u00a0students hand in alongside coursework,\u00a0but where space is provided for students to comment on their own strengths and areas for development and to identify key areas where they would like feedback.\u00a0It is suitable for most pieces of coursework where feedback is required; however, ICSs have also been used for exams.<\/p>\n More about interactive cover sheets<\/strong><\/a>.<\/p>\n Students are given\u00a0examples of past assignments, exam questions, coursework, presentations, videos of performance etc, and then apply the assignment criteria to the exemplars.\u00a0\u00a0The resulting discussion then facilitates understanding of criteria in a concrete way, using examples to clarify students\u2019 understanding of more abstract concepts such as critical thinking and analysis.<\/p>\n More about using exemplars<\/a><\/strong>.<\/p>\n Also called\u00a0peer review,\u00a0peer feedback\u00a0or\u00a0peer instruction.<\/em><\/p>\n Students give feedback on\u00a0each other\u2019s work,\u00a0another group\u2019s work,\u00a0or, if working in a group,\u00a0other group-members\u2019 contribution to a project. This allows students to build confidence in understanding and applying criteria, or even negotiating their own prior to the evaluation activity. These activities are\u00a0formative\u00a0and grades are not given in order to reduce the focus on grading and scores. Peer feedback activities can take place at any time, in class or online. There are a variety of digital technologies to facilitate this, including wikis, blogs, discussion forums, Moodle workshop, Peermark on Turnitin, Peerwise, Pebblepad, etc.<\/p>\n More about peer feedback<\/strong><\/a>.<\/p>\n Online quizzes usually consist of short-answer questions (MCQs, true or false, cloze, matching, etc). They can assess a wide variety of module content and provide instantaneous feedback to students about their progress. Because students can complete them independently and asynchronously, online quizzes are an accessible form of assessment for all students and can facilitate self-regulatory behaviour and time- management.<\/p>\n More about online quizzes<\/strong><\/a>.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Below are some ideas for providing feedback more effectively, implementing different modes of feedback, and helping students engage with feedback.\u00a0 These are all small-scale ideas which do not require official college approval, although you may […]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":74,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-148","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/pages\/148","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/comments?post=148"}],"version-history":[{"count":7,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/pages\/148\/revisions"}],"predecessor-version":[{"id":210,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/pages\/148\/revisions\/210"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/pages\/74"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/media?parent=148"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nAudio feedback<\/h3>\n
\nCohort or ‘generic’ feedback<\/strong><\/h3>\n
\nCodes and criteria pro-formas<\/strong><\/h3>\n
\nScreencasting<\/strong><\/h3>\n
\nInteractive cover sheets<\/strong><\/h3>\n
\nUsing Exemplars\u00a0<\/strong><\/h3>\n
\nPeer feedback\u00a0<\/strong><\/h3>\n
\nOnline quizzes\u00a0<\/strong><\/h3>\n
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