Introduction
As tutors, we aim to support students independent study by setting rewarding homework tasks which expand on skills introduced in class. I want to reflect on how different methodologies for reviewing this homework can provide valuable opportunities for formative feedback.
How it is now
Homework tasks are typically uploaded to Padlet. In a classroom of 40, there is limited time for review — though I do always make sure some reflection is offered. (Where possible, we set homework tasks that are expanded upon even further in session).
Where homework will not be worked on further in session, we have tried a few models for review, including:
- Tutor highlights: tutors pick a few examples and use them to highlight good practice and areas for development that might apply more generally.
- Small group show and tell: in groups, students spend time explaining their homework to one another and offering verbal feedback
- ‘I like, I wish, I wonder’: students are given a designated block of time to write comments for one another following this feedback model.
Evaluation
‘Tutor highlights’ offer an effective teaching aid for us. However, for less keen students, the knowledge that their individual input will not be closely interrogated allows them to feel comfortable not doing it. For less confident students, knowing it may be displayed to the whole class likewise means they may not do or not upload work. For keen students, there is an expectation and desire for work to be seen and fed back on, and it can be disappointing if they are not highlighted.
Small group show and tell sessions are generally popular, and to some extent force participation and reduce pressure compared to having homework showcased and discussed to the whole room, but some students highlight that they really want feedback from their tutors, not just peers.
As for ‘I like, I wish, I wonder’ — keen students do well at this, but many others still avoid uploading homework or engaging in the commenting process.
Moving forward
Initially, I want to trial adding more formative assessment opportunities with homework centred as the stimulus. In these sessions, everyone’s work will get reviewed by both a tutor and some fellow students, with constructive critique for personal growth emphasised. I also want to find ways of providing short written feedback more often, initially by taking part in ‘I like, I wish, I wonder’ ourselves as tutors.
However, Brooks (2008) rightly notes that “‘more feedback’ is both problematic and too simplistic as a solution”. So in addition to this, I want to expand students understanding of the importance of peer to peer feedback.
…if formative assessment is exclusively in the hands of teachers, then it is difficult to see how students can become empowered and develop the self-regulation skills needed to prepare them for learning outside university and throughout life.
Nicol, Macfarlane-Dick (2006)
Many students still put a large amount of weight on receiving direct feedback from tutors. While they do deserve frequent tutor touch points, I want to work on highlighting the huge value of feedback and discourse with peers.
To do this, I want to develop new group activities which offer more ways of discussing their work with one another — experimenting with different prompts, tools, limitations, methodologies and timespans.
References
Nicol, David J. and Macfarlane-Dick, Debra(2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31: p200
Brooks, Kate (2008) ‘Could do Better?’: students’ critique of written feedback, University of the West of England, Bristol: p1