This is a video debriefing of the dialogic feedback workshop for recorded for students who might have missed it:<\/p>\n
[\/et_pb_text][et_pb_video _builder_version=”3.17.6″ src=”https:\/\/video.manchester.ac.uk\/weblounge-files\/ffffffff-8701-4e8f-0000-017da9fc8b40″ \/][et_pb_text _builder_version=”3.17.6″]<\/p>\n
The outcomes were:<\/p>\n
- \n
- Students responded in the evaluation summary that they agreed feedback that they received on their work was helpful (an average score of 4.15 out of 5) compared to the previous year average of 3.85\u00a0<\/li>\n
- Students who engaged with this had higher grades. Those that did the essay, submitted the reflection and a further revision essay (all with feedback which was solely generated by the student) had an average of 28.22 more marks in the exam.\u00a0<\/li>\n
- These conclusions are likely to be biased, given that stronger students would generally be more likely to engage with all parts of the assignment. For this subject there is also a multiple-choice assignment which can be used to gauge on average how much \u2018better\u2019 the students are as shown. On this basis the 30 students who submitted the essay, reflection and revision essay had 11.43 more marks in the exam and the 193 students who submitted the essay and reflection (not the revision essay) had 2.32 more marks in the exam.\u00a0\u00a0<\/li>\n
- Strikingly over half (56%) of the reflections submitted noted that students had learnt how to improve their style (eg. Increased critical thinking or for example \u201cI feel that I over-explained [the characteristics], rather than keeping it concise\u201d). This is a very difficult aspect of essay writing to teach. As noted above students often want a model answer or precise way of writing an essay, whereas lecturers want students to develop their own writing style.\u00a0<\/li>\n
- A third of reflections noted that they had learnt to add in real-life examples or illustrations which is exactly what it required in an essay like this. This was explained to students as necessary, but many students had not learnt this until completing the peer review exercise.\u00a0<\/li>\n
- 27% of reflections explained that students had learnt assessment literacy or appreciated the fact that there were a variety of answers possible. Again, a hard skill to teach in any other way.\u00a0<\/li>\n
- 17% of the reflections reviewed noted that students had learnt to have confidence in their essay writing skills or realised their writing skills were not as bad as they first thought.\u00a0<\/li>\n
- Finally, 16% of reflections stated that students had learnt how to reference or use evidence to support an argument. Again, this was taught in class, but not absorbed until the peer review exercise\u00a0<\/li>\n
- Worryingly two students noted that they \u201cI may also consider including graphs or diagrams to enhance my essay and to help me explain my points better.\u201d Which is definitely not recommended to be included in academic essays!\u00a0<\/li>\n
- Going forward I will use a checklist to help inform students what they are looking for in good essay writing (ie. not diagrams or graphs!)\u00a0<\/li>\n<\/ul>\n
[\/et_pb_text][et_pb_accordion _builder_version=”3.17.6″][et_pb_accordion_item title=”Evaluation \/ Student Feedback” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
One student noted that:-<\/p>\n
\n
\u201cI feel like I could have taken a little bit from all of the essays I read and therefore making my essay even stronger.\u201d<\/p>\n<\/blockquote>\n
And another that<\/p>\n
\n
\u201cI feel like I\u2019m seeing a new light on how to write an essay. It doesn\u2019t have to be really good language-wise, rather to answer all the questions asked and include general knowledge here and there in order for it to be more relevant to a more diverse audience\/ readers.\u201d<\/p>\n<\/blockquote>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”Benefits” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
- \n
- Re-usability<\/li>\n
- Helps students gauge how well they are doing.<\/li>\n
- Develops students\u2019 awareness of their knowledge <\/li>\n
- Improves understanding of assessment criteria<\/li>\n
- Students\u2019 understanding of marking criteria<\/li>\n
- Students\u2019 engagement and understanding of assignment criteria<\/li>\n
- Engages students in evaluating performance<\/li>\n
- Uses assessment to promote interest and engagement with topic<\/li>\n
- Helps students understand, assimilate and engage with feedback<\/li>\n
- Delivers timely, meaningful and effective feedback<\/li>\n
- Supports peer review and revision\/understanding of content<\/li>\n
- Facilitates\/supports peer learning<\/li>\n
- Encourages original writing and responsible use of source material<\/li>\n
- Facilitates consolidation of students\u2019 understanding of materials, encouraging better performance, self-testing and autonomous learning<\/li>\n
- Develops independent study skills<\/li>\n
- Develops students\u2019 capacity to be active, critical and independent learners<\/li>\n
- Raises interest, focuses students\u2019 attention on a topic<\/li>\n
- Encourages continuous learning and progression<\/li>\n
- Encourages motivation and self-responsibility<\/li>\n
- Supports students to focus effort and devote sufficient amount of time to the most important aspects of the course<\/li>\n
- Helps students acquire the core knowledge which is necessary foundation to more advanced learning and understanding of their subject,<\/li>\n
- Helps students develop transferable study skills, particularly in independent research, essay writing and the avoidance of plagiarism.<\/li>\n<\/ul>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”Top Tips” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
- \n
- Don\u2019t worry if you don\u2019t have examples of \u2018good essays\u2019 at the beginning. You can pick out good examples from the essays submitted and share them (anonymised and with permission), plus once you\u2019ve done this once you can use the good essays from the previous year.<\/li>\n
- If you\u2019re concerned about peers writing comments (for example on my large cohort I was worried about the comments peers might write), skip this step \u2013 students can learn a lot from reading other student\u2019s essays and writing feedback comments for themselves.<\/li>\n
- Submitting the reflection is important (you don\u2019t need to read submissions), nudging and reminding students to do this is a good idea.<\/li>\n
- Get in touch with me Jennifer.Rose@Manchester.ac.uk to use my templates, layouts and documents which I can share with you.<\/li>\n<\/ul>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”References” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698\u2013712.<\/span> <\/span><\/p>\n
Carless, D. (2016) Feedback as Dialogue. M.A. Peters (ed.), Encyclopaedia of Educational Philosophy and Theory, DOI 10.1007\/978-981-287-532-7_389-1<\/span> <\/span><\/p>\n
Moss,\u202fP. A.\u202f(1994).\u202fValidity in high stakes writing assessment: Problems and possibilities.\u202fAssessing Writing,\u202f1,\u202f109\u2013128. doi:10.1016\/1075-2935(94)90007-8<\/span> <\/span><\/p>\n
Nicol, D. McCallum, S. (2021) Making internal feedback explicit: exploiting the multiple comparison that occur during peer review, Assessment and evaluation in Higher Education, DOI: 10.1080\/02602938.2021.1924620<\/span> <\/span><\/p>\n
Nicol, D\u202f(2021)\u202fThe power of internal feedback: exploiting natural comparison processes,\u202fAssessment & Evaluation in Higher Education,\u202f46:5,\u202f756-778,\u202fDOI:\u202f<\/span>10.1080\/02602938.2020.1823314<\/span><\/a> <\/span><\/p>\n
Pollitt, A.\u202f(2012)\u202fThe method of Adaptive Comparative Judgement,\u202fAssessment in Education: Principles, Policy & Practice,\u202f19:3,\u202f281-300,\u202fDOI:\u202f<\/span>10.1080\/0969594X.2012.665354<\/span><\/a> <\/span><\/p>\n
Race, P. (2014). Making Learning Happen. Sage London.<\/span> <\/span><\/p>\n
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535\u2013550.<\/span> <\/span><\/p>\n
Sambell & Graham (2020), \u201cWe need to change what we\u2019re doing\u201d Using Pedagogic Action Research to Improve Teacher Management of Exemplars, Practitioner Research in Higher Education Journal, Vol 13 (1) pages 3-17.<\/span> <\/span><\/p>\n
Thurstone, L. L. (1927). A law of comparative judgment. Psychological Review, 34(4), 273\u2013286. <\/span>https:\/\/doi.org\/10.1037\/h0070288<\/span><\/a> <\/span><\/p>\n
To, J. Carless, D. (2016) Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies, Journal of Further and Higher Education, 40:6, 746-764 DOI:10.1080\/0309877X.2015.1014317<\/span> <\/span><\/p>\n
Wenger, E. McDermott, R. Snyder, W (2002). Cultivating Communities of Practice. Harvard Business School Press, Boston Massachusetts.<\/span> <\/span><\/p>\n
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School: <\/strong>Alliance Manchester Business School<\/p>\n
Discipline:<\/strong>\u00a0Accounting and Finance,\u00a0BMAN10501 UG first year<\/p>\n
Academic:<\/strong> Jennifer Rose<\/p>\n
Cohort Size:<\/strong> 660 students<\/p>\n
Themes:<\/strong>\u00a0Teaching ideas, learning socially, enhancing learning with technology<\/p>\n
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Anonymous peer to peer review, even without students commenting on each other\u2019s work is an effective way of developing skills such as writing style and structure in essay writing. Jenni Rose (AMBS) shares how students can also gain confidence in themselves from this process and become connected independent learners.<\/p>\n","protected":false},"author":4452,"featured_media":5699,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"footnotes":""},"categories":[12,104,9,34],"tags":[79,75],"class_list":["post-5748","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment-feedback","category-good-practice","category-learning-socially","category-peer-learning","tag-ambs","tag-rubrics"],"_links":{"self":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/5748","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/users\/4452"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/comments?post=5748"}],"version-history":[{"count":28,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/5748\/revisions"}],"predecessor-version":[{"id":6033,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/5748\/revisions\/6033"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media\/5699"}],"wp:attachment":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media?parent=5748"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/categories?post=5748"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/tags?post=5748"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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