A Student Research Project

FEEDBACK FOR LEARNING

Thanks to all participants

Student Researchers

Florence AfolabiHamada Ali Mahmoud

HassaneinEhab Ibrahim Ahmed

Abo ElnagaJoseph Munyenyiwa

Lewis Stockwell

Members of Staff

Claire DickersonSally Graham

Joy JarvisAmanda Roberts

In the beginning…

‘What is student research?What is feedback for learning?’

Collaboratively Critically Reflectively

Patiently Openly Punctually

How we worked together

What we did

• met• developed questions• collected data• analysed data• reflected together• produced a report• presented at conference

Collecting Data

3 Questions:

1. What do you consider to be feedback?

2. What has been the impact of this feedback?

3. How have you used this feedback?

86 Students

What we found out

5

1. Students value a range of feedback

Students value feedback 75 out of 86 students made at least

one positive comment about feedback

‘Brilliant – in terms of my course work feedback has been great.’

Students identify feedback is available in many forms

‘in class discussions’, ‘responses to questions’‘verbal and written comments’, ‘from staff and peers’

‘listening to others talk about their work’

2. Learning relationships are important

Students would like more opportunities to talk about learning and feedback with staff and peers

‘The more comfortable you feel the more you can take feedback on board’

Students value staff-student relationships highly and identify the effect on feedback

3. Feedback has an emotional impact

‘It motivated me to do much better.’‘It made be more enthusiastic to be a better

student.’‘If it is very critical it is discouraging.’

‘Written feedback can sometimes be impersonal and in some ways demeaning.’

Negative language can cause students to disengage from the feedback.

4.Students use feedback

‘I know that I should read more and be more analytical.’

‘It has given me a clearer understanding of what examiners require in an answer.’

‘Used it to improve myself, my essay and make me more aware of everything.’

It’s made me more involved with my seminar.’

Use of Feedback

Out of 79 Statements 68 identified the

use of feedback to improve future work and

learning

5. Some feedback can be difficult to use

General feedback such as ‘ needs more analysis’ can be difficult to use without examples.

It can be hard to know how to transfer feedback from the end of one module into a new module.

Many students would value more formative feedback during modules.

constructive

explanatory

positive

useful

advisory

clear

Feedback should be……..

individual

direct and polite

specific

Feedback for Learning

Why Student Research?

• open• honest• different

perspective• diverse opinions• breaks barriers• innovative• creates dialogue

The importance of student research projects to understand student

experience

‘If we don’t talk with each other in an open way how do we know

where we are?’