Feedback with visuals

1. Technology-facilitated
feedback processes
David Carless
CITERS conference
May 29, HKU 2015
The University of Hong Kong

2. Overview
1. Framing feedback
2. Technology-enhanced feedback
strategies
3. Evidence from case studies
4. Implications
The University of Hong Kong

4. What does ‘feedback’ mean?
As dialogues about student work
The University of Hong Kong
As comments …
Providing information about performance
AND/
OR

5. The University of Hong Kong
Old paradigm New paradigm
Feedback as
monologic
information
transfer
Feedback as
dialogic
interaction
Conventional
feedback
Sustainable
feedback

6. Key aim of feedback
To enhance student
ability to self-monitor
their work in
progress
The University of Hong Kong

7. Bigger picture
Feedback as
assessment design
issue
Feedback as a
pedagogical issue
Feedback as a
relational issue
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8. Feedback as dialogue
1. Teacher-led dialogic feedback
2. Peer feedback and internal feedback
3. Technology-facilitated dialogic feedback
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9. TECHNOLOGY
ENHANCED FEEDBACK
STRATEGIES
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10. Two common strategies
Learning Management Systems
Use of clickers, EVS
The University of Hong Kong

11. Audio feedback
Providing recorded verbal commentary
(instead of written feedback?)
The University of Hong Kong

12. Audio feedback: pros
• Viewed positively by students (Lunt &
Curran, 2010)
• Permits nuanced feedback or detail
(Savin-Baden, 2010)
• Enhances staff-student relationships
(Knauf, 2015)
The University of Hong Kong

13. Audio feedback: cons
• ‘Moderate’ impact on student learning
(Gould & Day, 2013)
• Should not replace face-to-face
interaction (Lunt & Curran, 2010)
• Workload? (Hennessy & Forester, 2014)
The University of Hong Kong

14. Adaptive release
Tutors release feedback but no grade until
students write reflective account
Promotes engagement with feedback but
‘Enforced reflection’ (Parkin et al., 2012).
The University of Hong Kong

15. EVIDENCE FROM THE CASE
STUDIES
The University of Hong Kong

16. Use of Facebook
History case:
Students uploaded drafts of work in
progress & received peer feedback
The University of Hong Kong

17. Assessed blog
Business case: participation grade (30-40%)
including class & blog contribution
“Having a grading allocation … gives some
life to the blog” (Carless, 2015, p. 124)
Integrate blog or LMS discussion with
classroom teaching
The University of Hong Kong

18. Non-assessed blog
Real Estate and Construction
“Students will treasure feedback if it
addresses their needs and interests”
(Carless, 2015, p. 205)
The University of Hong Kong

19. Implications
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20. Key role of feedback
Enhancing students’
abilities to fine-tune
their self-evaluative
capacities
The University of Hong Kong

21. Peer feedback
Students often gain more from providing
than receiving peer feedback (Nicol et al.,
2014)
The University of Hong Kong

22. Sustainable feedback
Enhancing student role to generate & use
feedback (Carless et al., 2011; Hounsell,
2007)
The University of Hong Kong

23. Closing feedback loops
It’s only feedback
if students take
some action
The University of Hong Kong

24. THANK YOU
The University of Hong Kong

25. My definition of feedback
“A dialogic process in which learners make
sense of information from varied sources
and use it to enhance the quality of their
work or learning strategies”.
Carless (2015, p.192) building on Boud &
Molloy (2013)
The University of Hong Kong

26. Handling critique
Self-management skills, maintaining
emotional equilibrium
The University of Hong Kong