feedback and assessment

Findings from ‘Technology, Feedback, Action!’: the impact of technology on student engagement with feedback

Stuart Hepplestone, Helen Lyons, Louise Thorpe, Graham Holden
Sheffield Hallam University, United Kingdom

This short paper shares the methodology and discusses outcomes of a 12-month research study at Sheffield Hallam University funded by the Higher Education Academy e-Learning Observatory to explore the potential of technology-enabled feedback. This project aims to develop a deeper understanding of how the appropriate use of learning technologies can support efficient and effective feedback strategies including encouraging students to engage with their feedback and formulate actions to improve future learning.Technical interventions explored in this study include: the use of the Blackboard Grade Centre for online publication of student feedback and marks; the adaptive release of marks through the use of a bespoke Assignment Handler tool which encourages students to engage with their feedback and identify key learning points in order to activate the release of their mark; and an electronic Feedback Wizard tool linking feedback to learning outcomes to generate consistent individual feedback documents.Key headlines from the review of current literature into the application of technology to support both delivery and use of feedback will be outlined and key findings from the analysis of student interview data exploring how the characteristics of the applications of technology described above impact upon students' engagement with their feedback will be shared. We will be looking specifically at the potential logistical benefits of convenience, ease of access and legibility of feedback delivered this way, and most importantly the potential learning benefits of directly aligning feedback to learning outcomes, fostering deep reflection and action planning for further personal improvement.Beyond the session, the audience will be encouraged to contribute to the project wiki containing a well-developed literature review and to submit voluntary case studies of using technology to engage and encourage students to learn from their feedback. The audience will also have access to a series of good practice guides for the application of technology to deliver actionable feedback aimed at different audiences including senior managers, academic staff, learning technologists, support staff and students, developed as part of the project outcomes.no references included


Aanpassing op Bb door Sheffield Hallam university waarbij adaptive release wordt ingezet bij digitaal toetsen. Studenten krijgen in plaats van een cijfer via het gradebook de code FB te zien wat staat voor feedback. Deze feedback kan via een Feedback Wizard direect worden gelinkt aan learning outcomes.

Gebruik van een evidencenet (wiki: http://tinyurl.com/e8uolj)

Waarom deze keuze:
- gebruiksgemak
- actueel
- persoonlijke feedback
- maar ook argumenten als leesbaarheid van de feedback (vodcast Wim Verhoef)
- combinatie mogelijk met materiaal wat je verder helpt (context)