3. Aim Introduce audio feedback workshop offered by Academic Development at the University of Sunderland Objective Participants will be able to discuss its usefulness and compare to their feedback and/or staff development practice.
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5. Audio feedback workshop “ I don’t understand the written feedback, or even if I’m supposed to. In past years, I have been happy to accept this situation, but more recently I have learned to ask for verbal feedback to help improve my work. It would be better if the feedback was verbal or demonstrated, especially since we’re training to be teachers.” Source: Gleaves A, Walker C & Grey J (2008) Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance, in: Assessment & Evaluation in Higher Education, Vol 33, No. 3, June 2008, Routledge, 219-231. Student experience evidence strategy workshop what next
6. Audio feedback workshop “ Wow, this was cool to listen to, easy clear and straightforward, it’s the kind of feedback you can’t refuse to hear, once you press play you get the good points and the bad points, when I came on to listen to it, it was like, oh dear this could be sad news and was scared of listening to it but I like the completeness of the feedback, sure things that have been helpful and I think I will be better doing the same thing now even without seeing the returned work. Thanks, Anne and I think this was a great idea and surely audio feedback is a plus.” Source from Anne Cunningham’s presentation ‘Experiences with audio feedback’, Learning Matters Lunch Dec 08 Student experience evidence strategy workshop what next
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8. Created a portrait Creator: Please give the portrait to your partner. Receiver: Please provide feedback
pair participants up, use cards pairing participants, piece of white card, crayons task: draw your partner during the session until I say ‘stop’
FDTL5 project: ‘Engaging Students with Assessment Feedback: What works?’ This project, based at Oxford Brookes University, started in the academic year 05/06 with a group of lead institutions developing a set of tools designed to enhance student engagement with assessment feedback. The project is running in close collaboration with the ASKe CETL, (Assessment Standards Knowledge Exchange) also based at Oxford Brookes. Feedback as Feedforward: Developing skills in reflection and action Report on the Cascade Partner Initiative conducted in the Business School as part of the FDTL5 project: ‘Engaging Students with Assessment Feedback: What works?’ Dr Gail Sanders, Academic Development recommendation (one of them) reduce emphasis on written feedback!!!
