Agree, I used (in a previous role) got students to create rubric - lots of discussion on ‘rubricy’ words; use for self & peer grading (& I used it). The last time I taught that module (2014-15), they also had to reflect on process & the whole marking process
One additional benefit of the exercise was every year students commented along the lines of (usually informally) - “now I know why it takes staff ages to mark, it’s really hard” & “ why did no-one do this in year 1?”
A1. class debrief. I often recommend making the feedback explicit ‘here’s some feedback for the group’ as students aren’t always savvy and knowing what feedback looks like. #LTHEChat
Feedback from peers - other students - needs to be carefully done. Depends on subject/discipline - some are more conducive to discursive feedback than others.
I think student draft, then analyze exemplars, then re-draft has potential i.e. 'exemplars as proxies for teacher feedback' #LTHEchat https://doi.org/10.1177/1469787420945845
A1. #LTHEchat I'm particularly interested in peer feedback on draft work so students can learn with and from each other as well as to improve final work submissions.
Teacher comments should be only one of MANY feedback sources, self and peer feedback, informal and AI feedback should be part of 360degree feedback regime
#LTHEchat A1
So many sources - I am quite interested in feedback from AI (which relies on deliberate agency)and self feedback (the power of noticing) which needs to be encouraged and supported #LTHEChat
A1: Well designed assessments might offer continual dialogic/interactive opportunities to support learning, especially before the ‘summative’ hand in assigns a grade. This might be asynchronous or synchronous - in person or online - or a mix of all. Something dynamic that mirrors real life #LTHEchat
Designing teaching and assessment for learning is a great start. Ensure all aspects of the journey though a module or programme support learning. Maintain dialogue with students - understand their experience as individuals. Challenge them to achieve their goals. #LTHEchat
It’s about taking that step back, I think. + where needed, challenging policies & processes that constrain good design.
The biggest challenge is probably time. Getting the right people (academics, students, designers) in the room together with time to design a great learning experience. #LTHEchat
A1 Engaging students in meaningful and reflective dialogic on seeking feedback as an ongoing process and using it as a foundation for academic and professional development right from the beginning of a course. Cultivating it as a literacy for life long learning. #LTHEChat
A1 #LTHEchat - many! Self (ideally using the rubric that grader will use); peer (often of more value for grader than gradee); informal oral on plan/ draft / etc, etc
As a university student, from talking to friends studying at oxbridge (Cambridge in particular) the culture of having a tutor and very regular check ins with them leads to very effective feedback opportunities, both on assessed work and the pastoral side of university #LTHEchat
At the same time, another way of looking at it is that the paternalistic approach can be a bit much for some, and from my perspective a more hands off approach prepares me a bit better for independent living. Swings and roundabouts!
It is so kind when people use body language and smiles to support and encourage colleagues in conferences, one of the first things I noticed about the learning and teaching community #LTHEChat
I've had some great responses with audio feedback in online teaching, especially with busy students. Recording 2 mins to explain a tricky concept can be so valuable and is appreciated #LTHEchat
The sky's the limit during curriculum design - but may be very constrained if you are already committed to large lectures and limited coursework 😞 A1 #LTHEchat
A2 in-class questions - comments by teacher/learners on learner work; feedback/feedforward in e.g. online discussions. Responses to individual questions by emails...could then inform future content/generic feedback #lthechat
A1. Peer feedback on draft assignments, assessed work and reflections, plus in-class and asynchronous conversations #LTHEchat. I'm also exploring how to build more feedback into mini learning games
That just made me think of the involuntary feedback that impacts learners confidence positively or negatively. You know these little remarks educator sometimes make that strike a nerve... Hm thinking about this now #LTHEchat
A1 I sometimes workshop coursework, assigning different sections of a linger assignment to class subgroups, that's another way to enhance learning from feedback #LTHEchat
Agree- although it's worth delving into what 'counts' as 'feedback'. In UK it can often become synonymous with comments that are'delivered' post hoc as a seprate act, rather than intergrated and interactive/in-the-moment
A1 Chatting in labs and tutorials has always seemed better than written feedback to me, but it is important that the lab or exercise gives the student the opportunity to use their learning, rather than just following a recipe. #LTHEchat
Comments
Feedback from peers - other students - needs to be carefully done. Depends on subject/discipline - some are more conducive to discursive feedback than others.
Then 'killing two birds with one stone' so to speak… neat!
#LTHEchat A1
Designing teaching and assessment for learning is a great start. Ensure all aspects of the journey though a module or programme support learning. Maintain dialogue with students - understand their experience as individuals. Challenge them to achieve their goals. #LTHEchat
The biggest challenge is probably time. Getting the right people (academics, students, designers) in the room together with time to design a great learning experience. #LTHEchat
#LTHEchat
#LTHEchat
I’ve seen some unpleasant crashes when people fall off swings or get thrown off roundabouts though… need to be able to take the rough with the smooth.
Context is everything.
At #PACEspace (@ougradsch.bsky.social #OpenUniversity) feedback opportunities for developing #AcademicLiteracies in #DoctoralWriting sit alongside supervisor feedback & consist of:
- individual disciplinary consultations on #WritingInProgress
- peer-led #WritingCircles
{JM}
- self-evaluation
- peer instruction
- careers advice
- problem based learning etc
- self-regulatedness
#LTHEChat