Assignment feedback in new learning environments

Transcription

1 Assignment feedback in new learning environments María Fernández-Toro The Open University Innovative Language Teaching and Learning at University Newcastle University, 27 May 2011

2 Outline 1. Assignment feedback in HE learning 2. New learning environments for assignment feedback 3. Evaluating assignment feedback in new learning environments 4. Conclusions

3 The challenges: Why does it matter? Feedback is essential: Helps students learn to monitor, evaluate and regulate their own learning (Nicol 2010) National Student Survey results between 2006 and 2009 (HEFCE 2010) show that Assessment and feedback is consistently recorded as the area with lowest overall satisfaction scores. In the 2009 survey this was the case for 32 out of the 41 subject areas surveyed. Proliferation of new media new expectations Cost-cutting climate efficiency is paramount (compromises needed)

4 What is feedback? 1/2 information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way (Ramaprasad, 1983) Used for bridging the gap between actual and desired performance levels (Hunt, 2001) The role of feedback is to provide information about the gap or strength in order to help the learner take appropriate action to close the gap or build on the strength. (Brown & Glover 2006) Feed-back / feed-forward (Walker 2009, Chetwynd & Dobbyn 2010) while the quality of the comments is important, the quality of the students interaction with those comments is equally, and perhaps more important. (Nicol 2010)

5 What is feedback? 2/2 A process: Internally relating previous, current, and desired performance Relating internal feedback with feedback from external sources Developing a learning dialogue that progresses over time A product: Good feedback leaves learners with A clear idea of what they got right A clear idea of what they got wrong A clear idea of what they need to do in order to do better next time The feeling that such an improvement is achievable The feeling that their achievement matters to significant others

6 New learning environments for assignment feedback

7 Assignment feedback in the classroom

8 Using basic technology to give feedback in the classroom Paper & voice: Spoken summary by tutor (with optional notes on board) Powerpoint presentation: Discuss most common errors using animation to delay the display of correct answers Voting/survey tools Word processing on electronic whiteboard Real-time revision of translation assignments VLE groups Circulating group-written assignments in advance (composition, translation, recorded presentations) for discussion in class

9 Automatic feedback from a computer Answer keys in teaching materials Electronically-marked assignments Electronic interactive assessment (EIA)

10 Assignment management systems on VLE Submitting assignments Returning and recording marks Returning and recording feedback Monitoring tutor feedback (staff development) Other systems: Such as e-portfolios, group project management, etc.

11 Online assignment management systems

12 Written feedback Asynchonous tutor feedback using electronic media Annotations on script (e.g. MS Word markup) Feedback summary (e.g. standard e-form) Spoken feedback Audio file containing individual feedback (e.g. MP3 file recorded with Audacity) Audio file containing group feedback (e.g. podcast) Multimodal feedback On speaking skills (e.g. IOA project using Learnosity) On writing skills (e.g. Jing, Elluminate, etc.)

13 Evaluating assignment feedback in new learning environments

14 Points to consider Medium spoken, written, audiographic, video, etc. Immediacy shown (as in annotations on script)/referred to (as in feedback summary) Recipient individual / group Focus area One or more criteria (e.g. content, structure, grammar, pronunciation, vocab., register, etc.) Orientation refers to strengths/weaknesses in performance Depth indicates/categorises/corrects/exemplifies/explains Direction feed-back/feed-forward Rapport impersonal/personal

15 Depth of feedback A notion originally proposed by Brown and Glover 2006 Comment on a weakness Comment on a strength Depth 1 Indicates a weakness Indicates that an aspect of performance is good Depth 2 Provides a correction Describes in what way that aspect of performance is good Depth 3 Provides an explanation, or gives a further example Explains why it is good, or gives a specific example from the student s performance

16 Example: Giving feedback on a student s introduction Depth 1 Depth 2 Depth 3 Depth 2 with feed-forward comment

17 Example 1: Feedback on OU writing assignments Medium Feedback summary (e-form) Written anotations (Word markup) Recipient Individual Individual Immediacy Referred to Shown Focus area Each of 6 writing criteria (covering content & language) Mostly language accuracy Orientation Strengths and weaknesses Mostly weaknesses Depth Mostly indicated & categorised, may include generic explanations Errors indicated, corrected and/or categorised, occasionally explained Direction Feed-back & feed-forward Mostly feed-back Rapport A bit personal (greetings, name) Impersonal (no greetings or name)

18 Example 2: Feedback on OU speaking assignments Medium Feedback summary (e-form) Audio (MP3 file) Recipient Individual Individual Immediacy Referred to Referred to Focus area Orientation Depth Each of 6 writing criteria (covering content & language) Strengths and weaknesses Mostly indicated & categorised, may include generic explanations Especially pronunciation, intonation & fluency May comment on strengths, but typically focuses on weaknesses Generally used for correcting specific errors. Explanations are possible. Direction Feed-back & feed-forward Feed-back & feed-forward Rapport A bit personal (greetings, name) Very personal (greetings, name + tutor s voice)

19 Example 3: Audiographic feedback with JING Medium Recipient Audio (MP3 file) Individual (but also suitable for group, e.g. as podcast to a class) Audio-visual (Jing) Suitable for individual or group feedback Immediacy Referred to Shown Focus area Orientation Depth Esp. pronunciation, intonation & fluency May comment on strengths, but typically focuses on weaknesses Generally used for correcting specific errors Writing Mostly used for addressing weaknesses? Errors can be corrected and explained in depth Direction Feed-back & feed-forward Feed-back & feed-forward Rapport Very personal (greetings, name + tutor s voice) Very personal (greetings, name + tutor s voice)

20 Summary: Feedback on OU language assignments Currently used in all modules Also available Medium Feedback summary (e-form) Written anotations (Word markup) Audio (MP3 file) Audio (podcast) Audiographic (Jing) Recipient Individual Individual Individual Group Indiv./Group Immediacy Referred to Shown Referred to Referred to Shown Focus area Speaking or writing Writing Speaking (esp.pronunc.) Speaking or writing Writing Rapport Greetings, name No greetings or name Greetings, name + voice Greetings & voice Greetings, name + voice

21 Conclusion Be aware of the affordances of each medium Choose the right medium for the purpose Combine different media to cover all functions of feedback and meet the needs of all learners

22 In a nutshell Address all assessment criteria Keep monitoring the depth of feedback on problem areas Give depth 3 feedback (explanations & examples) on strengths Provide feed-forward comments Play on the strengths of your chosen medium Use different media to cover all aspects of feedback Ensure that students actively engage with the feedback Think learning rather than technology (low-tech is fine too!)

23 What is feedback? A process: Internally relating previous, current, and desired performance Relating internal feedback with feedback from external sources Developing a learning dialogue that progresses over time A product: Good feedback leaves learners with A clear idea of what they got right A clear idea of what they got wrong A clear idea of what they need to do in order to do better next time The feeling that such an improvement is achievable The feeling that their achievement matters to significant others

24 For any queries feel free to contact

25 Example of audio feedback to an entire group (Posted on student forum)

26 Preposiciones intentaron a rezar intentaron rezar Completa con la preposición adecuada: sacar dinero los turistas ganar dinero los turistas Respuestas: sacar dinero a los turistas ganar dinero con los turistas

27 Busca alternativas que no suenen tan inglesas como éstas: Controversia Critica/expresa fuertemente su opinión To involve envolver nuestro futuro en el futuro desafortunadamente

28 Respuestas Controversia polémica Critica/expresa fuertemente su opinión enérgicamente To involve envolver involucrar/implicar a alguien; conllevar algo nuestro futuro nuestro porvenir en el futuro en adelante desafortunadamente

29 Corrige los errores: Hay que pensar en el futuro para renacer Al-andalus La Iglesia destruyó su interior para que construyan una catedral mediocre Los musulmanes quieren darse cuenta de que la mezquita representa al islam en España Respuestas: Hay que pensar en el futuro para que renazca Al-andalus La Iglesia destruyó su interior para construir una catedral mediocre Los musulmanes quieren que la gente se dé cuenta de que la mezquita representa al islam en España

30 En qué se diferencian las palabras siguientes? (Busca el ejemplo más característico para cada una) el evento - el incidente - el accidente - lo ocurrido - el suceso Un avion se estrella por el mal tiempo Un festival de teatro Una pelea en un bar Un asesinato el accidente el evento el incidente el suceso lo ocurrido Algo que ha pasado