Evaluation of a Coaching Approach Supporting Students to Act

on Feedback

Peter Ramage, FCMI, FHEA

Getting to the heart of the problem?

Insights from

colleagues

The NSS has produced many challenges for the university sector. Especially student’s scores for Assessment & Feedback (Minnett-Smith, 2015)

Assessment is the engine which drives student learning (Cowan, 2005)

Our feedback is the oil which can lubricate this engine (Race, 2002)

How do some students deal with feedback?

Pre-VLEs?

Why?

Uncollected feedback:

What factors might prevent students responding to feedback?

Ideas from

Seyhan

(2016)

Other factors inhibiting students responding to feedback?

Shock &

embarrassment?

Knocks to their self-esteem?

Mayo argued that self-esteem was vital to the individual’s performance (Mullins, 2010)

Feedback is about task, but lacks relationship with the tutor? (Chickering & Gamson, 1987)

Insights from Neuroscience

• The Brain: Patterns, connections

• Needs Positive or Negative affirmation

• Losing a habit: 21 days

Source: Seyhan (2016)

Learning = building new connections

Early Results – Improvements from Coursework 1 to Coursework 2

PG Coursework 1

42%

PG Coursework 2

(pass = 50%)

62 %

after coaching

Early Results – Improvements from Coursework 1 to Exam

UG Coursework 1

35%

UG Exam

(pass = 40%)

62 %

after coaching

Next steps for Semester B?

Proactive support

Gaining commitment from students to take action!

Worksheets to boost results – summarising strengths & feed forward from all modules

Build relationships - one-to-one coaching - in addition to the usual revision sessions

Challenges for the future

This needs a joint venture – tutors & students!

Is there sufficient time to respond?

Will university management resource extra tutor time?

References

• Chickering, A. W. & Gamson, Z. F. (1987), Seven principles for good practice in

undergraduate education. American Association for Higher Education Bulletin, 39(7), 3–7

• Cowan, J. (2005), Designing assessment to enhance student learning.

http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/

ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf

[ Accessed 23rd January 2016]

• Minnett-Smith, C, Paper presented to Hertfordshire Business School Learning & Teaching

Conference, 21 May 2015

• Mullins, L (2010), Management & Organisational behaviour, 10th Edition, Harlow: Pearson

• Race, P. (2002) Why fix Assessment? A discussion paper.

http://www.sddu.leeds.ac.uk/online_resources/phil%20assess.htm [accessed January 22nd

2016]

• Seyhan, D (2016): “Why is change so challenging”, paper presented at the University of

Hertfordshire Business School - Europe Week Conference, 2 March 2016.