The transition into Higher Education (HE) is challenging for many learners (Thomas, 2012). Although feedback can play a critical role in fostering student motivation, confidence and success in the first year, as well as in... [ view full abstract ]
The transition into Higher Education (HE) is challenging for many learners (Thomas, 2012). Although feedback can play a critical role in fostering student motivation, confidence and success in the first year, as well as in supporting retention (Tinto 2005, Nicol 2009), research evidence suggests that current feedback practices are not consistently supporting these aims, particularly for large student cohorts. First year Irish students report an inconsistent experience, with students receiving feedback on submitted written work with varying frequency (ISSE 2013, ISSE 2014, ISSE 2015). In addition, Irish students express dissatisfaction with perceived deficiencies in the timeliness, scope, and usefulness of feedback received (Y1Feedback 2016a). These concerns are not unique to the Irish context, and are mirrored by students in the UK, Australia and Asia (Carless 2006, James et al. 2010, Radloff & Coates 2010, HEFCE 2014, 2015, Jessop et al. 2014, Mulliner & Tucker 2015). Digital technologies have considerable potential, particularly in terms of increasing accessibility and flexibility, promoting engagement and dialogue and providing a greater volume of feedback in a timely manner.
The Y1Feedback project is a collaborative project between Maynooth University (MU), Dublin City University (DCU), Athlone Institute of Technology (AIT), and Dundalk Institute of Technology (DKIT). The project seeks to leverage the potential of digital technologies to support feedback practices in the first year of HE. Informed by an analysis of current feedback practices across the four partner institutions (Y1Feedback 2016a), as well as a comprehensive synthesis of the literature in relation to feedback and transition (Y1Feedback 2016b), the Y1Feedback team have identified eight features of effective feedback in first year:
· Promotes feedback both within and beyond assessed work;
· Supports the embedding of student assessment and feedback literacies;
· Fosters student competence, motivation, and belonging;
· Provides opportunities for dialogic feedback;
· Feeds forward to future work;
· Supports the development of digital literacies;
· Employs consistent and co-ordinated approaches to feedback across programmes of study; and
· Fosters sustainable feedback practices that encourage self-regulated learning. (Y1Feedback 2016b)
The project has also identified a range of specific pedagogical approaches that have potential to support effective feedback practices in the first year. These include: peer feedback; in-class and real-time feedback; feedforward strategies (such as flipped feedback, multi-stage assignments, and linked assignments); separating grades and feedback; provision of generic feedback; the use of exemplars, rubrics and marking guides; provision of anticipatory feedback; and programmatic approaches to feedback provision. We are currently collaborating with teaching staff across the four participating institutions to pilot technology-supported solutions to enable such approaches.
This presentation will begin by summarising contemporary understandings of feedback and the role of technology in enhancing feedback practice. It will then explore identified features of effective feedback for first year students and will highlight specific approaches and digital technologies that support these features. Finally, we will provide an overview of, and initial reflections on, the Y1Feedback case studies and approaches, currently in progress.
Blended Learning , Evaluation for impact - contributing to the evidence-base
