-
Archives
- December 2019
- July 2018
- October 2017
- August 2017
- July 2017
- November 2016
- September 2016
- May 2016
- February 2016
- January 2016
- November 2015
- October 2015
- July 2015
- June 2015
- March 2015
- January 2015
- December 2014
- November 2014
- October 2014
- September 2014
- August 2014
- May 2014
- March 2014
- February 2014
- January 2014
- December 2013
- November 2013
- October 2013
- August 2013
- July 2013
- June 2013
- May 2013
- April 2013
- March 2013
- February 2013
- January 2013
- December 2012
- November 2012
- October 2012
- September 2012
- August 2012
- July 2012
- May 2012
- April 2012
- March 2012
- February 2012
- January 2012
- December 2011
- November 2011
- October 2011
- September 2011
- August 2011
- July 2011
- June 2011
- May 2011
- April 2011
- March 2011
- February 2011
- January 2011
- December 2010
- November 2010
- October 2010
- September 2010
- August 2010
- July 2010
-
Meta
Category Archives: feedback
Feedback and anger
My previous two posts have identified two conditions which lead to feedback being less than useful: 1. when the recipient doesn’t understand the feedback; 2. when there is a lack of alignment between what is said and information received from … Continue reading
Conditions under which feedback is useless
Reflecting on the previous post, where a feedback intervention was not understood by a student, I really wonder how useful much of our feedback is. And some of the theory (especially frequently referenced lists of conditions under which feedback supports … Continue reading
When students don’t understand our feedback
One of the consequences of my ‘day job’ is that I tend to hear more from students who are disastified in some way with what we do, than from those who are happy. An associate lecturer on one of the … Continue reading
Positive and negative feedback
Time to take a seasonal break from my rather tedious recent posts and to return to a reflection on feedback. The column ‘Feedback’ (what else!) on the penultimate page of the Christmas and New Year New Scientist special (24/31 December … Continue reading
Can online selected response questions really provide useful formative feedback?
The title of this post comes from the title of a thoughtful paper from John Dermo and Liz Carpenter at CAA 2011. In his presentation, John asked whether automated e-feedback can create ‘moments of contingency?’ (Black & Wiliam 2009). This is something I’ve … Continue reading
Posted in conferences, feedback
Tagged CAA, CAA 2011, CAA Conference, feedback, John Dermo, student engagement
Leave a comment
Feedback after a correct answer
OpenMark is set up to give students increasing feedback after each incorrect attempt at a question. After they have had [usually] three attempts they are given a ‘full answer’. The system is set up so that a student who gets … Continue reading
Posted in e-assessment, excellent students, feedback, feedback after correct answer
Tagged e-assessment, feedback
4 Comments
More on feedback
Picking up on Silvester’s comment on my previous post…I think it is really important that we stop and think before saying that a student answer to an e-assessment question is wrong because some detail of it is wrong. As with … Continue reading
Learning-oriented and technology-enhanced assessment
My post on ‘Adjectives of assessment’ omitted ‘learning-oriented’, and to be honest it wasn’t until reading this afternoon that I realised what a powerful concept learning-oriented assessment might be. I was reading Keppell, M. and Carless, D. (2006) Learning-oriented assessment: a technology-based case study, … Continue reading
Posted in terminology
Tagged Hong Kong, learning-oriented, technology-enhanced, terminology
Leave a comment
Helpful and unhelpful feedback : a story of sandstone
One of the general findings that is coming out of my evaluation of student responses to multi-try e-assessment questions relates to that wonderful thing that I’ll call the ‘Law of unintended consequences’. I used to think that ‘students don’t read … Continue reading
Computers as social actors
Some of the findings I’ve been blogging about recently (and some still to come) are contradictory. On the one hand students seem to be very aware that their answers have been marked by a computer not a human-marker, but in … Continue reading
Posted in Computers as Social Actors, e-assessment, feedback
Tagged Computers as Social Actors, e-assessment, feedback
1 Comment