Principles of good feedback

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En provenance du cours de The University of Hong Kong

University Teaching

111 notes

The University of Hong Kong

University Teaching

111 notes

University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf

À partir de la leçon

How to provide constructive and high-impact feedback?

This module will offer advice and strategies on providing constructive and high-impact feedback to students. We will show examples supported by evidence and theories. We will also look at some common concerns among teachers on giving feedback and discuss possible solutions to make feedback manageable and sustainable.

Introduction of feedback and the relationship between assessment and feedback3:35

Feedback that makes a difference8:19

Small changes in feedback practices making a big difference7:26

How to make feedback sustainable?6:14

Principles of good feedback6:07

Rencontrer les enseignants

Dr. Lily Min Zeng
Assistant Professor (course designer)
Centre for the Enhancement of Teaching and Learning
Tracy, Xiaoping Zou
Dr.
Centre for the Enhancement of Teaching and Learning

In this week, we have showed

a number of scenarios of providing feedback

and shared some strategies and tips.

In this final session of the week,

I will highlight a number of key principles of

good feedback practices.

The discussion will be partially based on

the framework of Nicol, Macfarlane-Dick (2006),

and partially on those scenarios

that we have previously presented.

The first principle is that good feedback practices

help clarify what good performance is.

We have discussed that there are often some gaps

between our standing and students' standing

of the performance standards.

Feedback is actually a great opportunity

to address the gaps.

For instance, you could show examples of

good and not-so-good work to students.

You could also explain the assessment criteria

and seek students' opinions

about where they were struggling.

Secondly, good feedback practices help facilitate

the development of self-assessment and reflection.

We as teachers have responsibilities

to provide feedback to students

but we don't want our students to rely too much on us.

It is important for them

to take ownership of their learning.

Encouraging them to have self-assessment

and reflection can be helpful in this aspect.

The related practices and benefits are also

discussed in the 'sustainable feedback' early this week.

Thirdly, good feedback practices deliver

high quality information to students about

their learning and encourage them to take actions.

What do we mean by high quality?

It means that students could comprehend

the feedback and take actions based on it.

So the contents of the feedback

need to be relevant and

well-constructed in a way that

allows students to understand

in what areas they have done well

and in what areas they need to improve.

The feedback sandwich model we introduced

might be helpful here.

Then we have to use the language

that could be comprehended by our students.

Furthermore, it would also be very helpful

to include some actionable recommendations

so that students could form a plan

to make improvements.

Fourthly, good feedback practices

encourage meaningful dialogue about learning.

We often say 'provide' feedback or

'deliver' feedback to students.

These words could sometimes be misleading.

In fact, good feedback practices

involve two-way communications, more precisely,

it involves conversations about learning.

This practice has also been discussed

in the dialogic feedback model early this week.

The fifth principle is that good feedback practices

encourage positive motivational beliefs.

This again could be achieved through

the feedback sandwich model that we have discussed.

As suggested early, we don't need to make up

any positive words to praise students;

instead, we could try to point out,

according to the assessment criteria,

what the students have done really well.

In this case, they will be more likely to feel encouraged.

Next, good feedback practices

provide opportunities to close the gap

between current and the desired performance.

I hope you still recall the concept 'feedfoward',

which means that students can make use of

the feedback to enhance their future work.

Specific strategies include providing feedback in time

and on work-in-progress

rather than when the work is completed.

In this way, students could still have opportunities

to address your comments and feedback

in order to reach a desired level of performance.

Otherwise,

they might not treasure your feedback so much

if they cannot see the actual benefits

on their future work.

Finally, good feedback practices

inform the teacher of students' learning progress.

This information can then be used by the teacher

to adjust or improve teaching.

Feedback not only benefits students

but also the teacher.

Through feedback,

especially informal feedback in class,

teachers could obtain first-hand

information about students' learning progress.

For example, what are the concepts

that students are struggling with?

Have they defined the problem properly?

Are they ready to start the investigation

in a specific area?

This kind of information would be very useful

for teachers to adjust

their teaching plan or class design.

In this week, we have discussed

opportunities and challenges associated with

feedback in higher education

as well as possible strategies and tips

that can be used to generate

high-impact and sustainable feedback.

Before the end of the discussion,

I would like to highlight that feedback is an integral part

of the entire teaching and learning process.

Because of its importance,

we have spent a whole week's time on feedback.

However, please also bear in mind that

feedback needs to be embedded in

our daily teaching and learning practices.

It is not something added-on or extra.

In fact, all our efforts have to be coherent

so as to ensure that

our students are well supported in their learning journey.

In addition, if you are interested to know more about

feedback strategies and practices,

please refer to our online teaching and learning

resources through the link on the screen.

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