This is a guest post by Chris Ireland, who is the project lead for the ‘Analysing feedback to produce audiovisual feedforward’ project. This is one of the 2013 Teaching and Learning Innovation Projects funded by the Teaching and Learning Institute at the University of Huddersfield (TALI). It is the seventh of 11 guest posts by TALI funded projects.
Background to the Project ‘Analysing feedback to produce audiovisual feedforward’ (this link takes you to first project blog post on the Learning Development Group blog)
Students should expect helpful assignment feedback which feeds forward into their future submissions. However, lecturers often bemoan the lack of attention that some students pay to feedback. In order to encourage greater use of feedback, a possible solution is to provide students with greater choice over how the feedback is communicated, for example rather than written feedback, students could access it in an audiovisual format. By providing audiovisual feedback we can show students solutions to points raised immediately. This caters for students who may not have otherwise followed up on feedback at a later stage and for those who may have a preference for information presented audiovisually. This takes into account the varied learning preferences of students, aiming to raise engagement with feedback and ultimately contribute to success. However, achieving this may require a considerable amount of time to be invested with some feedback items being used rarely.
The aim of the project is to produce a bank of frequently used high quality feedback items which can be integrated into QuickMarks (pre-prepared feedback items) in GradeMark and which could also be used by those giving feedback via alternative electronic methods.
The specific objectives of the project are:
- to calculate the most common writing skills related feedback items provided via Grademark by lecturers from participating schools;
- to produce banks of QuickMarks in Grademark which contain writing skills related audiovisual feedback items for use in collaborating schools;
- to make a generic bank of QuickMarks available for use across all schools;
- to save academics time in the production of non-content specific feedback in GradeMark.
Gathering data on feedback provision
Grademark users in participating schools provided data on their frequency of QuickMark use. This was then collated to produce a series of ‘common items of feedback’ given in QuickMarks. The results were then used to inform which feedback items should be the focus of the audiovisuals produced and the most likely to be reused by academics when providing feedback via GradeMark.
An initial set of QuickMarks for piloting were produced during January and early February and hosted on a You Tube channel (LDG Huddersfield), after first being trialled with students in late 2012. Three tutors who were marking essays during the six week period before the Easter break agreed to take part in the pilot. In order to measure how often students accessed each item, the tutors were provided with their own links to each screencast.
The use made of feedback is being monitored in the same way as the original data was collected, with feedback sought from all who had access to the audiovisual QuickMarks so that improvements can be considered for the development of a fuller set of items ready for use from September 2013.