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Seminar Series 2011Assessment and Feedback
Using Dialogic Feedback to Engage Students Dr Jill Millar
Ms Carole Thompson
7 June 2011
Business School
Overview
Outcomes
Help participants to examine the role of feedback in the context of their own discipline and institution;
Help participants to develop plans and strategies to use dialogic feedback at module and programme level.
Programme
Business School
Dialogic Feedback
What is dialogic feedback?
“a dialogical and two way process that involves co-ordinated teacher student and peer- to- peer interaction as well as active learner engagement” (Nicol, 2010, p. 503)
Business School
Problems and possibilities
Please spend the next few minutes identifying up to
3 problems and 3 possibilities
that you associate with assessment feedback, and writing them down on the post-it notes supplied.
For example you may feel that feedback is a bit of a waste of time (a problem) or that some students love it (a possibility).
Please write one problem/possibility per post -it note.
Business School
Problems and possibilities
Student engagement
Resources
“wave goodbye to really serious chunks of time”.
Feedback as a learning toolFeedback has extraordinarily high and consistently positive effects on learning compared with other aspects of teaching or other interventions designed to improve learning
Black and Wiliam (1998) - in a comprehensive review of formative assessment
Feedback and the NSS surveyQ.9 Feedback on my work has helped me clarify things I did not understand
Business School
Feedback song!
http://www.brookes.ac.uk/aske/MultimediaResources.html
Business School
Dialogic pedagogy?
Laurillard- ‘conversational framework’ in which student conceptions, understandings are revealed, debated and re-worked. “There is no escape from dialogue” (2002, p. 71)
Dialectic?
Bakhtin –distinction between
monologized pedagogical dialogue- ideas or concepts affirmed or repudiated by the authority of the teacher (cited in Matusov, 2004, p. 7)
and
dialogized pedagogical dialogue confronting and testing diverse ideas, concepts, understandings ‘born between people’ (cited in Matusov, 2004 p. 7)
Business School
Feedback within a dialogic pedagogy
Develop conceptual understandings
Develop an aligned understanding of standards and quality
Feedback works because it helps students close the gap between their actual and desired performance in a piece of work (Sadler 1998).
Business School
Rust, O’Donovan and Price 2005
Feedback within dialogic pedagogy 2
Business School
Dialogic feedback
“An impoverished and fractured dialogue” (Nicol 2010, p. 503).
Nicol focus on written feedback: a dialogue with feedback
F2F feedback: a dialogue about feedback
dialectic and dialogical
Business School
Dialogic feedback: purpose
Needs of learner and needs of assessment
Contextual
Justify the grade; clarify expectations; transform understandings
Business School
Dialogic feedback: participation and engagement
And engage-
HEA funded FDTL Project “Engaging students with assessment feedback” (2005-2009).
Engagement: staff- student openness to F2F dialogue supported engagement AND helped student understanding of feedback, of feedback utility and self efficacy in relation to feedback (reinforcing engagement)
Oxford Brookes Business School Face to face feedback initiative (2009-2010) created opportunities for dialogue
Facilitation rather than initiation
Focus of dialogue: confirmation of understandings; feedback purpose
Improved satisfaction
Plus: building relationships
Business School
Dialogic feedback: participation and engagement 2
A lack of opportunities for dialogue reduces participation and engagement?
Tariq
http://www.brookes.ac.uk/aske/MultimediaResources.html
“Lecturers”
http://www.brookes.ac.uk/aske/MultimediaResources.html
How create opportunities?
Business School
Opportunities for dialogue
Some factors to be considered:
Student engagement
Staff interaction
Clarity over aim of feedback session
Other factors…
Business SchoolFeedback type
“Spotting feedback”
Business School
Dialogic feedback- your experiences?
“a dialogical and two way process that involves co-ordinated teacher student and peer- to- peer interaction as well as active learner engagement” (Nicol, 2010, p. 503)
Opportunities
Purpose
Characteristics
Engagement
Business School
Dialogic feedback-our experiences
Staff buy-in
Scheduling within the module
Making it personal
Relevance and focus of feedback
Organisation
Managing expectations
Business School
Application to a year-long module: ‘Intro. to Business & Management’
Context
• Combined Honours module:'Intro' to Business & Management'
• Multidisciplinary - some economics, marketing, strategy, operations and so on
• Large classes - 100 (lecture + seminar)
• An orientation module (first year undergraduates)
• Wheatley is a satellite campus, so engagement is tough!
• For UGs, this is a discipline that's not always positively selected
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Points in a module where students may require dialogic,
transformative feedback
Semester 1 Semester 2
Orientation
Epistemological ChangeE.g. Dualism to Relativism (Perry, 1970)
Business School
Targeting opportunities for dialogue: feedback purpose and resources
Low High
Resources
1
Low High
Resources
2
Low High
Resources
3
Low High
Resources
4
Semester 1 Semester 2
Learn
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& D
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Week 4 Week 10 Week 5 Week 12
Business School
• Complex problem; selection and application of theory
• 45% of module mark
• Context: Royal Mail; Vince efforts to calm disquiet about privatisation by offering a share ownership scheme to workers
• A ‘messy’ issue; no obviously 'right' motivational theory to apply to it
• The assignment went beyond analysis and was about applying appropriate theory/ies, building arguments, and making recommendations
• These were 1st year students; we knew they'd find it tough
Assignment 3
Low High
Resources
3
Business School
Assignment 3 “Deconstructing a complex problem, and applying relevant theory/ies ...”
Purpose:
•Transformational development; epistemological change; 45% of module marks
Preparation:
•Discussed brief and criteria (repetition and dialogue => familiarity with terminology and process)
•Peer review
Feedback (week 7, semester 2):
•Individual written feedback (including a 'review of reviews'); •... with some points chosen for 15-min feedback tutorial•Continuing with A-grade examples, to illustrate quality•2-week turn-around; 2-4 weeks for F2F feedback tutorial with feed-forward to final assignment which is an exam
Engagement with feedback (hand-back in week 9):
•F2F tutorial focuses on individual points for improvement
Low High
Resources
3
Business School
Targetting opportunities for dialogue: feedback purpose and resources
Low High
Resources
1
Low High
Resources
2
Low High
Resources
3
Low High
Resources
4
Semester 1 Semester 2
Learn
ing
& D
evelo
pm
en
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Week 4 Week 10 Week 5 Week 12
Business School
Orientation (Yorke, 2007)
Radical movement involving zones of discomfort, ‘threshold concepts and troublesome knowledge’ (Meyer and Land, 2005)
Year 1 Year 2 Year 3
Lea
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Points in a programme of study where students require dialogic,
transformative feedback
Business School
Sharing ideas and practices ...
1. Could (something like) this structure be adapted for your own modules, and for your discipline?
how could it be improved?
what might work instead?
2. How do you use props/resources/activities to engage students in conversations about feedback?
Business School
BibliographyBlack, P. and Wiliam, D. 1998 Assessment and classroom learning, Assessment in Education, Vol. 5, No.1, pp 7-74
Brown, E., and Glover, C. (2006) ‘Refocusing written feedback”, in Rust, C. (ed), Improving Student Learning by Assessment, Proceedings of the 2005 13 th International Symposium. Oxford: OCSLD
Gibbs, G., and Simpson, C., 2002. Does your assessment support your students’ learning? [online] Centre for Higher Education Practice, Open University. Available from http://www.open.ac.uk/science/fdtl/ documents/lit-review.pdf [Accessed 4 may 2005].
Handley, K., Price, M., and Millar., J. (2008) ‘Engaging students with Assessment Feedback’. Final Report for FDTL Project 144/03, Available online at: https://mw.brookes.ac.uk/display/eswaf/Home
Laurillard, D. (2002), Rethinking University Teaching: a conversational framework for the effective use of learning technologies , London: Routledge
Matusov, E., ( 2004), Bakhtin’s Dialogic Pedagogy, Journal of Russian and East European Psychology, Vol 42, No. 6. pp.3-11.
Meyer, J, & Land, R., (2005), 'Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning', Higher Education, 49, 3, pp. 373-388.
Moore, R., Arnot, M., Beck, J., Daniels. H. (eds), (2006) Knowledge, Power and Educational Reform: applying the sociology of Basil Bernstein , RouledgeFalmer.
Nicol, D.(2010), 'From monologue to dialogue: improving written feedback processes in mass higher education', Assessment & Evaluation in Higher Education, 35, 5, pp. 501-517
Nicol, D, & Macfarlane-Dick, D 2006, 'Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice', Studies in Higher Education, 31, 2, pp. 199-218
Rust,C., O’Donovan, B., Price ,M. (2005), A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment and Evaluation in Higher Education, 30 (3), pp. 231-240.
Sadler, D.R.(1998), Formative Assessment: Revisiting the Territory. Assessment in Education: Principles, Policy and Practice, 5 (1), pp 77-85.
Skidmore, D 2006, 'Pedagogy and dialogue', Cambridge Journal of Education, 36, 4, pp. 503-514.
Wankat, P., and Oreovicz, F. 1993, Teaching Engineering, New York; London: McGraw-Hill Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347-361
Yorke, M.(2007), The fi rst-year experience: successes and challenges. Paper prepared for the third seminar in the series on Mass higher education in UK and international contexts, organised by the Centre for Research in Lifelong Learning, Glasgow Caledonian University and others, and held on 29-30 May. Available from: http://crll.gcal.ac.uk/docs/masshe/mantz%20yorke.
pdf [22 November 2007].