{"id":229,"date":"2018-08-06T15:24:18","date_gmt":"2018-08-06T15:24:18","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=229"},"modified":"2018-12-07T10:39:23","modified_gmt":"2018-12-07T10:39:23","slug":"interactive-cover-sheets","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-formal-feedback\/interactive-cover-sheets\/","title":{"rendered":"Interactive Cover Sheets"},"content":{"rendered":"<h2><strong>What is it? <\/strong><\/h2>\n<p>An interactive cover sheet (ICS), most associated with <a href=\"https:\/\/srhe.tandfonline.com\/doi\/abs\/10.1080\/02602931003650045#.W2vyQNVKiUl\">Bloxham and Campbell (2010)<\/a>, is similar to a submission cover sheet that <strong>students hand in alongside coursework,<\/strong> but where space is provided for students to c<strong>omment on their own strengths and areas for development and to identify key areas where they would like feedback.<\/strong>\u00a0It is suitable for most pieces of coursework where feedback is required. ICSs have also been used for exams.<\/p>\n<h2><strong>Why would I use it?<\/strong><\/h2>\n<ul>\n<li>It <strong>fosters dialogue<\/strong> between teachers and students, even in large classes, seen by educational research to be key to feedback <a href=\"https:\/\/srhe.tandfonline.com\/doi\/abs\/10.1080\/03075071003642449#.W2vyi9VKiUk\">(Carless et al, 2011)<\/a>.<\/li>\n<li>It prevents feedback from being seen only as a product or event and <strong>fosters the notion of feedback as a process.<\/strong> This provides opportunities for students to comment on their own work rather than merely relying on teacher judgement. It therefore passes <strong>some of the control over assessment and feedback to the student<\/strong> <a href=\"https:\/\/books.google.co.uk\/books?hl=en&amp;lr=&amp;id=Z90M3rlRxbgC&amp;oi=fnd&amp;pg=PA3&amp;dq=baxter+magolda&amp;ots=L9XXgNXwVq&amp;sig=zfe3VmVauclF7F6ddgnAhcVTUZM#v=onepage&amp;q=baxter%20magolda&amp;f=false\">(Baxter Magolda, 2004)<\/a>.<\/li>\n<li>Because the feedback is what the student has requested, the intention is that <strong>students will take more notice of the feedback<\/strong>. It also helps them to learn from it in terms of the goals and standards of their subject discipline <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13562510801923344\">(O Donovan et al, 2008).<\/a><\/li>\n<li>It can help ensure parity of feedback across a range of markers, as markers can be requested to only respond to the student, rather than giving what might be deemed too much or too little.<\/li>\n<\/ul>\n<h3>Known Issues<\/h3>\n<ul>\n<li>It can be seen as a tick box exercise for students. The rationale should be made clear in order to encourage students to engage. Bloxham and Cambell recommend i<strong>nforming students explicitly that they will not receive feedback, or only minimal, if they do not complete the cover sheet. <\/strong><\/li>\n<li>Some students might not be able to identify their own weaknesses. This can be mitigated by having <strong>a draft stage (<a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/two-stage-assignments\/\">see two-stage assignments)<\/a>\u00a0<\/strong> where comments are given (by a teacher or peers) where key areas are identified and the student has a focus.<\/li>\n<li>Students may comment on areas that you did not feel were problematic and omit areas which you felt were. This can also be communicated to the student. You can provide a <strong>pro forma<\/strong> rather than an open cover sheet to help give students guidance.<\/li>\n<\/ul>\n<h2><strong>How has it been used?<\/strong><\/h2>\n<p>There is little published research on the implementation of cover sheets and therefore the take-up of student feedback from using them. However, there is also little in the way of criticism either.<\/p>\n<p>Here are two examples of ICS:<\/p>\n<ul>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/Coursework-ICS.pdf\">Coursework ICS<\/a>,<\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/exam-ICS.pdf\">Exam ICS.<\/a><\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/02602938.2018.1463354\">Carless (2018)<\/a> suggests a modification to include a space on the ICS for students to say how they have used <strong>previous feedback in the coursework they are submitting.<\/strong> This helps students see connections between assignments and feedback events.<\/p>\n<ul>\n<li>Example from <a href=\"https:\/\/www.ucl.ac.uk\/teaching-learning\/sites\/teaching-learning\/files\/quickguide-proformas-final.pdf\">UCL (See Page 4 of this pdf)<\/a>,<\/li>\n<li>Example from KCL Psychology (IOPPN): <a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/Coversheet-for-BSc-Psychology-Submissions-2017-2018.pdf\">Coversheet for BSc Psychology Submissions 2017-2018,<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/12\/info_sheet_interactive_cover_sheet_for_literature.pdf\">Handout summarising this guidance on ICS<\/a>\u00a0from King&#8217;s Academy, including an annotated example.<\/li>\n<\/ul>\n<h2>How can I use it?<\/h2>\n<p><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-formal-feedback\/interactive-cover-sheets\/how-can-i-use-interactive-cover-sheets\/\">How can I use Interactive cover sheets?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What is it? An interactive cover sheet (ICS), most associated with Bloxham and Campbell (2010), is similar to a submission cover sheet that students hand <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-formal-feedback\/interactive-cover-sheets\/\" title=\"Interactive Cover Sheets\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":48,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-229","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/229","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=229"}],"version-history":[{"count":12,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/229\/revisions"}],"predecessor-version":[{"id":1048,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/229\/revisions\/1048"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/48"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=229"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}