Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience

Kevan M.A. Gartland, Angela Shapiro, Lesley McAleavy, Jamie McDermott, Alison Nimmo, Melanie Armstrong

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Abstract

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students. Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community.
Original languageEnglish
Number of pages6
JournalNew Directions in Teaching of the Physical Sciences
Volume11
Issue number1
Early online date29 Sep 2016
Publication statusPublished - 2016

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Keywords

  • student learning experience
  • higher education
  • student feedback

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Gartland, K. M. A., Shapiro, A., McAleavy, L., McDermott, J., Nimmo, A., & Armstrong, M. (2016). Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience. New Directions in Teaching of the Physical Sciences, 11(1).
Gartland, Kevan M.A. ; Shapiro, Angela ; McAleavy, Lesley ; McDermott, Jamie ; Nimmo, Alison ; Armstrong, Melanie. / Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience. In: New Directions in Teaching of the Physical Sciences. 2016 ; Vol. 11, No. 1.
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Gartland, KMA, Shapiro, A, McAleavy, L, McDermott, J, Nimmo, A & Armstrong, M 2016, 'Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience', New Directions in Teaching of the Physical Sciences, vol. 11, no. 1.

Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience. / Gartland, Kevan M.A.; Shapiro, Angela; McAleavy, Lesley; McDermott, Jamie; Nimmo, Alison; Armstrong, Melanie.

In: New Directions in Teaching of the Physical Sciences, Vol. 11, No. 1, 2016.

Research output: Contribution to journalArticle

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AU - Shapiro, Angela

AU - McAleavy, Lesley

AU - McDermott, Jamie

AU - Nimmo, Alison

AU - Armstrong, Melanie

N1 - Accepted: 13-9-16 (in SAN) Online pub: 29-9-16 OA (CC-BY) Funding: none mentioned Note: both AS and KG created a record for this article; duplicate deleted

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AB - Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students. Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community.

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Gartland KMA, Shapiro A, McAleavy L, McDermott J, Nimmo A, Armstrong M. Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience. New Directions in Teaching of the Physical Sciences. 2016;11(1).