The F3 Project team captured the opinions of
level one students before their first experiences of summative university
feedback using an online and paper survey (n=288, 6.3% of new entrants) and
small group interviews (n=28, conducted in student residences and focus groups). The headline findings were as follows:
1. Level one students have a sophisticated appreciation of the
multiple roles of feedback at university that is strongly associated with
improvement, but not limited to grade.
Student Ambassadors for Learning and Teaching Report:
‘Although grades are important to students,
feedback is not exclusively used by students as a gateway to high grades. It
seems students also feel that feedback can help them to understand how their
work has been marked, and subsequently what that mark says about how they have
expressed their ideas and methods. Results suggest that students believe
feedback can enhance the ongoing learning process that they are engaged with
when completing their degree.’
Student quotations:
- ‘A clear and honest opinion of my approach to the given
coursework, identification of my strengths and weaknesses, as well as practical
improvements which I may make in the future.’
- ‘A means of improvement where I can hear about where I went
wrong. But also a chance to hear what I am doing correctly so I can do it
consistently.’
2. Level one students perceive university feedback to be less
detailed, less personal and less readily available than school feedback.
Student Ambassadors for Learning and Teaching Report:
‘The key differences between university and
school that were viewed most negatively were: The level of detail of feedback
received; the number of opportunities available for students to receive
feedback; the personalised aspect of feedback; the amount of one to one feedback
that was received. 139 negative comments were made about university feedback
compared with just 34 positive comments.’
Student quotations:
- ‘At school, feedback is available more frequently and on a
more personal level. University feedback is more formal.’
- ‘[feedback] isn't presented to you as obviously - you have
to seek it out. At school it is almost forced onto you.’
3. A significant proportion of students aren’t getting, or
don’t know that they are getting, sufficient advice on how to use feedback at
university.
Student Ambassadors for Learning and Teaching Report:
‘The data strongly suggests that students do
not perceive that they are getting appropriate and sufficient advice on using
university feedback. 49.3% of students identify that they are receiving either
no advice or very little advice on making the most of the feedback they are
given.’
Student quotations:
- ‘It seems to be them telling us to note given feedback, that
everything they do is a form of feedback, and not a lot of individualised, what
I'd term 'proper', feedback.’
- ‘Nothing much has been given. Mainly just an email or link
on MOLE showing the marking criteria.’
4. A blended approach combining elements of written and oral
feedback appears to be valued by students as a way to understand and use
feedback effectively.
For 78.8% of level one students written feedback is considered
to be effective or very effective, while 76.3% consider oral feedback from a
teacher to be effective or very effective. 69.5% rate both written and oral
feedback as effective or very effective.
Comments suggest that many students expect feedback to be delivered as
part of a process including generic or individual written feedback followed up
by face-to-face support on interpreting and using it.
Student quotations:
- ‘Receiving written/oral word from the lecturer/tutor about
my work; what was well done, what was poorly done, why I received the
mark/grade given, what I can do to improve to reach a higher mark/grade’
- ‘Receiving comments on essays or other work handed in and
graded, discussing the grades with a member of staff (e.g. tutor)’
5. A significant number of level one students feel that limited
access to personal, one-to-one feedback from a university tutor a particular
challenge of the transition to HE.
Lack of personal or individual feedback and lack of
one-to-one feedback were cited as key differences between school and university
feedback. A number of students expressed a sense of intimidation when
approaching university tutors for feedback, suggesting that the lack of a
personal connection between learner and teacher can impact negatively on the
feedback process.
Student quotations:
- ‘It’s harder to talk to someone in a university as it’s just
so huge and widespread!’
- ‘It’s not that comfortable to approach a tutor for help
because you don’t have much of a relationship with them.’
- 'It feels like you have to pester the lecturer/personal
tutor to get feedback dialogue going. It feels like a one way communication.’
Implications
In the context of this feedback-rich environment, the F3
project aims to provide support to students and staff to maximise the
usefulness of the feedback process and to make the case for the effectiveness
of feedback for learning across modules. Its key goals are to:
- Support students in making a successful transition from the
more nurturing feedback environment of school to self-regulated learning at
university.
- Provide practical, evidence based recommendations to
teaching staff to complement the University of Sheffield’s Principles of
Feedback.
- Support students in seeking out, recording and exploiting
the full potential of the feedback that they are receiving.
- Enhance the quality of one-to-one interactions between
students and module tutors and/or personal tutors.
Watch this space for a discussion of the Flexible Formative Feedback Project's proposed outputs.