21 avr 2016 · Students given a choice of 10 essay titles • Given an essay writing lecture and an essay planning session • One month to write a 1500 word
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21 avr 2016 · Students given a choice of 10 essay titles • Given an essay writing lecture and an essay planning session • One month to write a 1500 word
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21/04/2016
1Improving essay writing skills -
comparing the effects of written and verbal feedback in AnimalBiology undergraduates
Dr Ashley Le Vin
School of Life Sciences,
University of Glasgow
Importance of feedback
Feedback can assist students in reflecting on and improving future assignments (Fry et al., 2003). However, although students want feedback (O'Donoǀan et al.,2001), this doesn't mean they read andͬor understand it (Gibbs
& Simpson, 2004; Orsmond & Merry, 2010). Feedback needs to be understandable and we need to get students to engage with it in order to benefit.Essay writing exercise
Students given a choice of 10 essay titles
Given an essay writing lecture and an essay
planning sessionOne month to write a 1500 word essay
Essay marked and written feedback sent to
student, then student meets with marker for verbal feedback sessionStudents then had at least 2 weeks to rework and
complete a second draftWritten feedback
How easy was the feedback to understand? (5= very easy)9 76% rated written feedback a score of 4 or 5 (Av. = 4.02)
Comments from students:
9Each comment was at the point in the essay that needed modification,
it was simple and understandable. It was useful to look back at written feedback to remember what was said in the verbal feedback9Some of it was vague - comments left of just Η͍͍͍͍͞
9Could have said what parts were good and why
21/04/2016
2Verbal feedback
How easy was the feedback to understand? (5= very easy)983% rated written feedback a score of 4 or 5 (Av. = 4.34)
Comments from students:
9It was great to bounce new ideas off each other
9I could discuss areas which needed to be improved and explore the best ways to improve them
9Clarification of written feedback
9There was a lot of information - I should have written it all down to be honest
9Wasn't much on what was good and should be kept
Do the two feedback methods compliment one another/are both necessary? (5 = very necessary)975% rated this a score of a 4 or a 5 (Av. = 4.2)
Approachability of staff
91% of students felt more confident to approach staff in the future for feedback
Comments from students:
9Staff are approachable and easy to talk to. Give useful answers to questions asked.
9It's not of something I would have done before but now I feel much more confident in both emailing and approaching staff.
9Very helpful for improving work. Will not hesitate to ask for feedback if needed.
9Depends who the staff member is, some are welcoming, some are not so much.
Increasing confidence in essay writing
Paired t-test; t = -10.5, d.f. = 65, P <0.001
73% of students rated their confidence in writing a better quality
essay a 4 or 5 (5 = very confident)How to improve the exercise?
Maybe a forum where you
could ask either peers or lecturersEssay feedback from more
than 1 member of staff.Feel like there was a large
discrepancy between markersAll feedback should be
given at the same time, not fair that some people had whole week more to write the essay than others (Nittono et al., 2012)21/04/2016
3We should continue with this essay skills
exercise.Encourage students to use Moodle forums -
peer evaluation/help (perhaps set up one for each essay topic).Improve on positive feedback to students.
Emphasise the importance of reflecting on
feedback on other coursework.Thanks!
Any questions?
Your thoughts?
Your experiences of
feedback?How can we get
students to reflect and engage with feedback more widely to aid their future work?References
FRY, H., KETTERIDGE, S. & MARSHALL, S. 2003. A handbook for teaching and learning in higher education, London, Kogan Page.
GIBBS, G. & SIMPSON, C. 2004. Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 3-31.
NITTONO, H., FUKUSHIMA, M., YANO, A. & MORIYA, H. 2012. The Power of Kawaii: Viewing Cute Images Promotes a Careful Behavior and Narrows Attentional Focus. PLoS ONE, 7, e46362.
O'DONOVAN, B., PRICE, M. & RUST, C. 2001. The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid). Innovations in Education and Teaching International, 38, 74-85.
ORSMOND, P. & MERRY, S. 2010. Feedback alignment: effective and ineffectiǀe links between tutors' and students' understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36, 125-136.
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