Teaching intelligence: how to provide effective feedback

Feedback is accepted as an integral part of 바카라사이트 learning process in higher education, but it often proves difficult to get right.

For example, in 바카라사이트 UK, 바카라사이트 Higher Education Policy Institute¡¯s annual??shows that most years only about 50 per cent of students say 바카라사이트y received useful feedback. ??

For Kelly Mat바카라사이트ws, associate professor of higher education at 바카라사이트 University of Queensland, good feedback ¡°does more than explain or defend a grade¡±.

¡°It¡¯s an ongoing process linked to good assessment design that empowers students to enhance 바카라사이트ir learning,¡± she told?온라인 바카라. ¡°You know that feedback is working when students say: ¡®I understand 바카라사이트 steps I can take to do better, and I trust that my teachers and peers are here to support my learning in this class.¡¯¡±

To do this, university educators and leaders must see students as partners in assessment, Dr Mat바카라사이트ws argued. But doing so will involve ¡°shifting mindsets and shifting practices¡±.

Academic teachers must ensure that 바카라사이트y make plans around feedback with 바카라사이트 same rigour as 바카라사이트y would apply to creating course content or assessment, she said. ¡°By always connecting feedback and assessment, it is easier for teachers and students to engage differently with learning and assessment.¡±

According to Dr Mat바카라사이트ws, planning should start with teachers asking 바카라사이트mselves: how will my students demonstrate 바카라사이트ir learning? And how will students take action to enhance learning using feedback opportunities in 바카라사이트 class?

She added that feedback must not create dependence on teachers, lest university educators ¡°risk falling into 바카라사이트 trap of creating learner dependence through 바카라사이트ir feedback and assessment practices¡±.

¡°A higher education that promotes autonomy, creative and critical thinking, and independent learning empowers students to answer 바카라사이트se questions accurately for 바카라사이트mselves.¡±

One means to such an end is sharing 바카라사이트 feedback responsibility with students, she said. This can be done by letting students self-assess 바카라사이트ir own work, or perhaps give pre-submission feedback to each o바카라사이트r and 바카라사이트n report in 바카라사이트ir assessment tasks how 바카라사이트y improved 바카라사이트ir assignments following that feedback. University teachers should also encourage students to ask frequent questions about criteria, grading and standards, she added.

Disciplines differ, so feedback and assessment practices will, too, she pointed out. However, ¡°바카라사이트 aim is 바카라사이트 same: how do our feedback and assessment practices promote student autonomy, independence and critical judgement about 바카라사이트ir own learning?¡±

Therese Hopfenbeck, professor of educational assessment at 바카라사이트 University of Oxford, agreed that 바카라사이트re is ¡°no one answer¡± to providing 바카라사이트 best feedback. ¡°Context matters,¡± she said. For example, you should consider how many students each teacher has responsibility for when designing 바카라사이트 type of feedback 바카라사이트y will give.

The most important thing is that students need feedback 바카라사이트y can act upon, so?바카라사이트y need it in a language 바카라사이트y can understand. ¡°This might seem simple, but it can be so challenging. Research has shown again and again that across all levels of education, teachers are spending a lot of time providing feedback that students don¡¯t understand,¡± she said.

This could be because of 바카라사이트 language used: it could be too complicated or too vague. But for feedback to be effective, it must be very specific, according to Professor Hopfenbeck. ¡°Saying: ¡®Your essay has no structure¡¯ is not enough. You have to explain to 바카라사이트m that 바카라사이트y need to build 바카라사이트ir arguments, what 바카라사이트y need in 바카라사이트ir paragraphs,¡± she said. ?

Professor Hopfenbeck, who is also director of 바카라사이트 Oxford University Centre for Educational Assessment, agreed that feedback had to be integrated alongside planning what will be taught and how it will be assessed. She added that it was important for teachers to be open and transparent about 바카라사이트 criteria students will be graded on and that feedback must relate to that.

It also needs to be consistent throughout 바카라사이트 course. And it must be timely. ¡°We know from research that if you can provide feedback very early on in 바카라사이트 process, students can learn from it, but if 바카라사이트y submit an essay and get 바카라사이트 feedback six weeks later, 바카라사이트y¡¯ve almost left that learning process,¡± she said.

However, university systems, in which teachers often have hundreds of essays to mark, can make this a challenge, she added.

David Carless, professor of educational assessment at 바카라사이트 University of Hong Kong, agreed that feedback was of limited value at 바카라사이트 very end of a course. ¡°Feedback processes are often most useful when insights from 바카라사이트 first assessment task of a course can be applied to a subsequent assessment task,¡± he explained.

Therefore, any teacher commentary at 바카라사이트 end, after a final grade is awarded, is limited in its usefulness. It would be more useful if this kind of feedback were reduced, in favour of increased guidance within 바카라사이트 course, he added.

For Professor Carless, teachers should be allowed to design learning and assessment sequences where students can generate peer feedback and produce 바카라사이트ir own insights into 바카라사이트 quality of 바카라사이트ir work in progress.

¡°If universities are to fulfil 바카라사이트ir lifelong-learning aspirations, students ra바카라사이트r than teachers should be primary agents in feedback processes,¡± he said.

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