Using Feedback to Boost Your Grades [1 ed.] 9781352007152

Table of contents :
Cover
Contents
Acknowledgements
Introduction
PART 1 REACTING TO FEEDBACK
1 Your feelings about feedback
Some productive first steps
Some things to avoid
2 What’s important about feedback?
What to expect from feedback
Informal feedback
3 Initial reflections
Summary
PART 2 HOW WAS I ASSESSED?
4 Looking back
Assessment is a challenge!
The language of assessment
5 Looking for clues on assessment
Picking up clues
Before you start
When you start work on individual assignments
6 Assessment and feedback
Summary
PART 3 MAKING SENSE OF YOUR FEEDBACK
7 What’s challenging about feedback?
Timeliness of feedback
Amount of feedback
Specifi city of feedback
Consistency of feedback
Meet some students
8 Understanding your feedback
Talking to your marker
Interpreting feedback comments
Summary
PART 4 TAKING ACTION
9 Categorising your feedback
Potential categories for feedback
10 Taking action
Turning understanding into action
Working on your areas for development
Summary
PART 5 APPLYING FEEDBACK ACROSS YOUR COURSE
11 Feedback and reflection
Using reflection to carry your learning forward
12 Making reflection a habit
Example: Structured reflection
Tips to build the habit of refl ection
13 Taking your feedback skills with you
Summary
Conclusion
References
Useful sources
Index

Citation preview

Helen Cooper & Michael Shoolbred

POCKET STUDY SKILLS

USING FEEDBACK TO BOOST YOUR GRADES

Using Feedback to Boost Your Grades

POCKET STUDY SKILLS Series Editor: Kate Williams, Oxford Brookes University, UK Illustrations by Sallie Godwin For the time-pushed student, the Pocket Study Skills pack a lot of advice into a little book. Each guide focuses on a single crucial aspect of study giving you step-by-step guidance, handy tips and clear advice on how to approach the important areas which will continually be at the core of your studies.

Published 14 Days to Exam Success (2nd edn) Analyzing a Case Study Brilliant Writing Tips for Students Completing Your PhD Doing Research (2nd edn) Getting Critical (2nd edn) Managing Stress Planning Your Dissertation (2nd edn) Planning Your Essay (3rd edn) Planning Your PhD Posters and Presentations Reading and Making Notes (2nd edn)

Referencing and Understanding Plagiarism (2nd edn) Reflective Writing Report Writing (2nd edn) Science Study Skills Studying with Dyslexia (2nd edn) Success in Groupwork Successful Applications Time Management Using Feedback to Boost Your Grades Where’s Your Argument? Writing for University (2nd edn)

Helen Cooper and Michael Shoolbred

POCKET STUDY SKILLS

Using Feedback to Boost Your Grades

© Helen Cooper and Michael Shoolbred, under exclusive licence to Springer Nature Limited 2019 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2019 by RED GLOBE PRESS Red Globe Press in the UK is an imprint of Springer Nature Limited, registered in England, company number 785998, of 4 Crinan Street, London, N1 9XW. Red Globe Press® is a registered trademark in the United States, the United Kingdom, Europe and other countries. ISBN 978–1–352–00715–2 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress.

contents Acknowledgements Introduction

Part 1 Reacting to feedback 1 Your feelings about feedback 2 What’s important about feedback? 3 Initial reflections

Part 2 How was I assessed? 4 Looking back 5 Looking for clues on assessment 6 Assessment and feedback

vi vii

1 2 6 12

14 15 17 32

Part 3 Making sense of your feedback

34

7 What’s challenging about feedback?

35

8 Understanding your feedback

46

Part 4 Taking action

54

9 Categorising your feedback 10 Taking action

55 60

Part 5 Applying feedback across your course

72

11 Feedback and reflection 12 Making reflection a habit 13 Taking your feedback skills with you

73 78

Conclusion References Useful sources Index

87 88 89 91 contents

85

v

Acknowledgements The authors would like to thank the following experts for reading the manuscript and offering their detailed comments: Dr Fay Julal Cnossen, Dr Lee Gregory, Dr Pauline Rafferty and Professor Nicki Smith. The input from Olivia Biddle, Loren Ellis, Carys Nankivell-Griffiths and Imogen Tandy was invaluable; thank you. We received ­constructive ideas from Pete Dalton, Becky Hartland-Fox and Andrew Shoolbred. We would also like to thank commissioning editor Helen Caunce, series editor Kate Williams and the production team, all at Red Globe Press, and the illustrator Sallie Godwin. Finally, a big thank you to the many students whose stories have inspired us to write this book. Helen Cooper and Michael Shoolbred March 2019

vi

Acknowledgements

Introduction What’s the first thing you do when you get a marked assignment back? Look at the mark? Of course – you’ll want to know how you did. Seeing your mark in black and white could make you feel thrilled, relieved, disappointed, puzzled, frustrated … lots of possible reactions. You might panic that you haven’t done as well as you’d hoped.

Don’t worry, this is totally normal!

Introduction

vii

What about the feedback that goes with the mark? Depending on how you’re feeling, you might be tempted to ignore your tutor’s comments, or file the assignment away and never look at it again. But the feedback is the most important part, because it will tell you how to improve and develop. That doesn’t mean it’s easy to deal with, though. You might be left wondering how to make sense of and act on your feedback. What do comments like ‘be more critical’ or ‘improve your argument’ really mean? How do you decide which bits of feedback to prioritise, and how can you make sure you’ve tackled them in your next assignment? This book will show you how to: ◗◗ ◗◗ ◗◗ ◗◗ ◗◗

handle feelings associated with feedback respond in a positive way understand your tutor’s comments and suggestions act on your feedback to improve your marks and grades apply feedback across different assignments and modules.

Nobody has ever written a perfect assignment! There’s always room to improve, and your marker’s feedback is one of the most useful tools you have. In the longer term, engaging with feedback can also help you become skilled in evaluating your own work, so that you can act as marker, critic and editor for yourself. viii

Introduction

PART

1

REACTING TO FEEDBACK

So, imagine you’ve just had an assignment returned to you, with some feedback. ◗ ◗ ◗

What will the feedback look like, and what might it say? Will it be detailed or concise, clear or confusing? How will you respond, both immediately and longer term?

This part of the book will explore initial reactions and first steps.

Part 1

1

1

Your feelings about feedback

Whatever form your feedback takes, the moment when you first receive it can provoke a range of emotions. How you react will depend on various factors, which we will explore later in the book. But as an immediate response, you might find yourself feeling:

◗◗

◗◗

2

Happy with your mark and your feedback Satisfied with your mark but eager to do better

◗◗

Unsurprised, relaxed

Using Feedback to Boost Your Grades

◗◗ ◗◗

Confused by the marker’s comments Disappointed and deflated because you put in a lot of work, but the mark or the feedback doesn’t reflect this

◗◗

◗◗

Relieved that you’ve passed a difficult task Pleased that the feedback and grade suggest you’ve mastered a given skill.

◗◗

Detached from the feedback because you feel you’ve ‘moved on’ from that assignment and your attention is elsewhere.

◗◗ ◗◗

◗◗

◗◗

Angry that your work has been criticised Surprised or shocked because the markers were looking for something different from what you thought Frustrated that there were things you didn’t include, or mistakes that could have been avoided Inadequate, disappointed with yourself or ‘not good enough’, if your confidence has taken a knock.

It’s natural to feel upset if you get a lower mark than you were expecting, or to feel resistant to criticism of your work. This happens to all students at some point, but if you respond effectively, receiving a disappointing mark can make you a better learner in the long run. Ask yourself what you can gain from the experience and from your marker’s feedback. Remember that any comment that seems negative is focused on the work and how it could be improved – it isn’t a comment about you! Your feelings about feedback

3

Some productive first steps ◗◗

◗◗

◗◗

Wait a few days before considering your feedback again. Sometimes the comments take a while to sink in and make sense. A little distance can help you to view your work and the feedback more objectively. Reread your assignment in the light of the feedback. You may then begin to see what your marker means. Emotions will be easier to deal with as you put the feedback into context. It’s also useful to have another look at your original assignment brief and learning outcomes – there’s more about this in Part 2. Focus on the positive as well as the negative. It’s I know what natural to fixate on criticism I don’t understand… they mean now… it seems really and there are plus but you should also reflect points here negative on the aspects your tutor praised. Look for ticks or positive comments which show that your tutor is impressed with the way you’ve dealt with certain aspects of the assignment. First Read

4

Using Feedback to Boost Your Grades

Re read

◗◗

◗◗

Think forwards! Take a proactive, positive attitude and plan how you’ll do things differently in the future. Learning is a continuous process and the way you engage with feedback is a major part of that. Think sideways! Consider similarities or connections with other pieces of feedback you’ve had. There’s more on this in Parts 4 and 5.

Some things to avoid ◗◗

◗◗

◗◗

Ignoring the feedback: Avoid the temptation to simply file the assignment away, even if you’re focusing on other things. Reading it just once and thinking: ‘I must remember what they said for next time!’ Chances are, you won’t! Comparing yourself to others: It can be useful to discuss your feedback with your peers, to see if there are common things to work on and support each other with. However, try not to get too hung up on the grades that other people are receiving, and whether they’re higher or lower than yours. You’re not in competition; you’re each on a personal learning journey.

After you’ve got over the initial high or disappointment, it’s a great idea to stand back and remind yourself of the point of the feedback you’ve received, and how it can benefit you. Chapter 2 looks at the usefulness of some different types of feedback. Your feelings about feedback

5

2

What’s important about feedback?

Of course, you need a mark or grade. Everybody has to be assessed in order to pass each module. But you also need some context to that grade, some idea of why you were awarded it, and how you might get a higher one in future! That’s what the feedback is for, and why it’s crucial. As well as showing what you did well or could do better, feedback helps you figure out what your lecturers are looking for. Therefore, it’s also about understanding what makes an outstanding assignment in your subject and, more broadly, what makes an effective student. The more feedback you receive and act on, the more you’ll learn about yourself and the ‘tricks of the trade’.

6

Using Feedback to Boost Your Grades

What to expect from feedback Your assignment feedback may take the form of: ◗

◗

◗

◗

A rubric (table), showing the breakdown of your mark, with comments relating to each area you were assessed on. Comments written directly onto your assignment, e.g. in Microsoft Word Track Changes, or an electronic marking system such as Turnitin Feedback Studio. A separate sheet showing a grade, the assessment criteria and a summary of the marker’s thoughts. Sometimes this will be divided into areas of strength and areas for development. An audio or video file in which your lecturer verbally summarises their thoughts on your assignment.

If you have a specific learning difficulty or disability, ask what other forms of feedback might be available. Read on for some examples of the most common feedback formats.

What’s important about feedback?

7

A table related to marking criteria This might be one of the areas you have been assessed on. KNOWLEDGE AND UNDERSTANDING Criteria

Comments

Mark

MERIT Material from a range of sources is effectively integrated. Good standard of critical thought. Recognises many of the strengths and weaknesses in cited research.

I like the way you’ve brought together materials from journals and current social media content. This produces a variety of perspectives. However, you could do more to critique your social media sources, to demonstrate that you understand the difference between evidence from an academic paper and from a personal blog or media presence.

12/20

This tells you which band of the marking scheme you have fallen into for this particular area, and the criteria you had to meet to achieve that. There is more about marking criteria in Part 2. 8

Using Feedback to Boost Your Grades

These are your marker’s specific comments. Here there are clear pointers about what was good and what could have been improved.

A marking rubric Assignment title

Do emotions affect memory recall?

When marked? Total mark

62%

Positive feedback (1)

Shows good understanding of the research on encoding, storing and recalling

Positive feedback (2)

Good understanding of recent perspectives on arousal and valence

Positive feedback (3)

Clear summary of the relationship between emotion and memory formation

Area for development (1) Could have taken a more evaluative approach to the research Area for development (2) Terms need defining Area for development (3) Too much focus on memory formation; could have included more about recall It can be very helpful to have strengths and weaknesses set out like this. If your feedback doesn’t take this format, this book will show you how to identify these areas yourself.

What’s important about feedback?

9

Marker’s annotations on your work Can you say more about this?

One of the key points of the NICE guidance (2004) was the need to alert professionals to the confusion many patients and carers feel. This confusion might be expressed as a series of unmet needs. NICE produced recommendations on the role of communication between patients and healthcare professionals, the necessity for high quality information, and the necessity for healthcare professionals to focus on quality of life for the patient. The NICE report was backed by research which provided examples of what can go wrong, most obviously the lack of palliative services in some parts of the country. The next section of this essay examines key recommendations contained within the WHO and Select Committee papers, and the extent to which those recommendations were subsequently implemented. You need a reference for this

Nice link to next section but I feel you could expand further before moving on

It can feel overwhelming when there are lots of comments. But they’re incredibly useful, especially if you can figure out how they apply more widely than this sentence or this essay! More on this later. 10

Using Feedback to Boost Your Grades

TOP TIP

You may find that feedback is designed into your department’s VLE system and arrives automatically. However, feedback may be less centrally organised, so it’s simply the responsibility of individual markers, in which case you may need to actively seek out your feedback.

Informal feedback Although this book will focus mainly on formal feedback, usually in relation to written assignments, it’s essential to take advantage of informal feedback opportunities, too. These will happen throughout your course, not just after an assignment or at the end of the module. The comments or questions your lecturer raises after you give a presentation. Responses of your lecturer or peers to the arguments you make during seminar discussions. Feedback on an essay plan. Feedback to the whole class, after exams or assignments.

Might give you a clue as to whether you really understood the topic you presented on Great way to ‘test out’ your arguments and ideas

If your lecturer is allowed to look at your plan, this is a brilliant way to get pointers about structure and argument as well as content Another way to pick up clues about what your tutors are looking for

What’s important about feedback?

11

3

Initial reflections

Before you begin to make sense of your assignment feedback in more detail, ask yourself some honest questions: ◗◗

◗◗

◗◗

◗◗

Could I have prepared more effectively for this assignment? Should I have started earlier? Done more reading? Spent more time ensuring I understood the learning outcomes? What did I do well? Again, give yourself credit and ensure you build on the things you’re doing successfully. What seems to have lowered my mark? Is it one major issue, such as misinterpreting the question, or failing to meet the learning outcomes? Or are there several contributing factors, such as a weak argument, insufficient evidence, or confusing structure? Was there anything I did differently with this assignment, compared to others for which I received a better mark? Sometimes, the difference is the assignment itself, for example a more challenging question, a topic you’re less comfortable with, or a different required writing style. But there may be things you did differently that didn’t prove effective this time, such as trying to cover too much material within a small word count.

12

Using Feedback to Boost Your Grades

Summary When you have fully taken stock, you can begin to consider your feedback in more detail. But before you move forward, it’s a good idea to remind yourself of what you were actually asked to do in the first place, and how you were assessed. Part 2 shows you how to place your feedback in context.

Initial reflections

13

PART

2

HoW Was i assessed?

At this stage, after the assignment has been returned, you may be moving past your initial feelings and beginning to look at the feedback. Now is a good time to look back on how you were assessed, to help you put the feedback in context. Did you meet the criteria set by the marker? If you know something about how assessment works, this will really help you to interpret the feedback and tackle your next assignment. So, this part will focus on how you can pick up clues provided by your lecturers.

14

Using Feedback to Boost Your Grades

4

Looking back

Assessment is a challenge! It takes time to learn how college- or university-level assessment works. You may be assessed in lots of different ways, depending on the course you’re doing. However, there is usually plenty of information available about what to expect, if you know where to look and what questions to ask.

Looking back

15

The language of assessment It’s useful to know the difference between different types of assessment in your modules. You may hear your lecturers talking about ‘formative assessment’ or ‘summative assessment’. QUESTION: What do these two terms mean for you? ANSWER:

Formative assessment helps you to improve and apply your learning during a module, like doing a quiz in class.

Summative assessment is when you get a grade or mark that counts towards the module, such as writing an essay.

Formative is assessment FOR learning ; summative assessment is assessment OF learning !

As you can see, it is really useful to know if your feedback relates to a formative or summative assessment. 16

Using Feedback to Boost Your Grades

5

Looking for clues on assessment

Your department’s assessment system will produce lots of different documents for you. Look out for key sources in order to work out: ◗◗ ◗◗ ◗◗

◗◗

what the marker is looking for what the right questions you can then ask the marker are how to prepare yourself for the feedback after the work is marked ways to maximise your marks.

Picking up clues Here is a summary table of essential places to look for clues, and then a little more information on each major source.

Looking for clues on assessment

17

Name

Where to look

What does it do?

1 Virtual learning environment (VLE)

Link from course director

Essential gateway to Key information information about the about your course course. and assessment. It may be how you get all your course information, including feedback.

2 Student handbook or course handbook

Electronic or paper copy from course director

All the basic information about your department and about the university services.

Essential information about your course and institution.

20

3 Learning outcomes

Module Describes conditions handbook/ for passing each VLE assignment.

Tells you precisely what you need to achieve and how to do it.

20–23

4 Marking scheme

Module Shows how marks handbook/ will be allocated for VLE an assignment.

Key clues about where you can earn the marks!

24–26

18

Using Feedback to Boost Your Grades

How does it help you?

Page 19–20

5 Grade criteria or grade descriptors

Module Displays a band of handbook/ marks or grades VLE showing each level, i.e. 1st class degree, 2.1, 2.2 etc.

Grade descriptors show marks/grade in the context of the overall degree; the level you should be aiming at. They also help to differentiate between merit and distinction.

26–29

6 Assessment brief

Lecturer/ VLE

Everything about the assignment in one handy package.

30–31

Full details of the assignment including how it is marked and when and how you will get feedback.

Below there is more detail on these places to look for clues.

Before you start 1 The virtual learning environment (VLE) You’ll probably have a university or college virtual learning environment (VLE) – an electronic learning management system, such as Blackboard Learn, Canvas, or Moodle. You will use it to keep yourself automatically updated, to be notified of Looking for clues on assessment

19

timetable changes and to use group discussion boards. The VLE may have a built-in grading system such as Turnitin Feedback Studio so that lecturers can send out electronic assignment information and feedback.

2 Student handbook or course handbook You normally hear about the VLE and the student or course handbook at the same induction session. The handbook should contain information about learning and teaching, about how you will be assessed, and how you will get feedback. You may get your handbook in paper copy or through the VLE.

TOP TIP

No need to try reading the whole handbook! It’s intended for reference. But it does give you an outline and links to specific modules and their assessments.

When you start work on individual assignments 3 Learning outcomes If you do some basic reading, you’ll get a good idea of what’s required in general terms, for instance how to work out what an essay title means. 20

Using Feedback to boost YoUr grades

TOP TIP

Look at the end of this book for helpful reading on how to understand assignments.

But in order to fully understand assignments, and to interpret feedback, you will need a few more specifics. Some of the most helpful clues are contained in learning outcomes. Why? Because in order to complete an assignment and the whole module, you have to prove that you can do something (skills) or that you know something (knowledge). There are also programme module learning outcomes for the whole course. Here is an example of a module learning outcome: ‘On completion of the module, students will be able to: demonstrate knowledge of surface anatomy through palpation.’ (BSc Physiotherapy) This learning outcome shows physiotherapy students exactly what they have to demonstrate to the tutor in the practicals. You might have three or four learning outcomes for each assignment. Here are some first-year examples from other disciplines: ‘On completion of the module, students will be able to: argue rationally and respectfully without causing offence.’ (BA Philosophy) Looking for clues on assessment

21

‘On completion of the module, students will be able to: distinguish the characteristics of historiography as a specific field of study.’ (BA History) Why are learning outcomes vital clues? The lecturer who marks your work wants to know: ‘Has this student met the learning outcomes?’ So, you will be given specific ‘action verbs’, such as argue, demonstrate, or justify, telling you precisely what the lecturer expects. Have you demonstrated that you understand essential elements of the module? Where is the evidence? How to examine these learning outcomes Here is an example from a BSc Quantity Surveying degree, with a few comments from a lecturer advising students on what to look for in an assignment. Evaluate, not just describe. Make judgements.

‘On completion of the module, students will be able to: evaluate the literature on new approaches to life cycle costing.’ (BSc Quantity Surveying)

‘New approaches’ is a clue that I want you to refer to the current literature.

22

Think about alternative terms that you could use here.

Using Feedback to Boost Your Grades

Learning outcomes and feedback For example, a BSc Business Management student on placement has to demonstrate that they can ‘apply an understanding of the theories of teamwork in practical work situations’. They could use the learning outcomes to make a small action plan. What do I have to do?

Show how I have applied what I know about teamwork theory, e.g. Tuckman’s model.

In what context?

In my work context, so need relevant background.

How exactly will I do it?

By revising and researching what I know about teamwork theories – and mapping across to work situations!

What’s my end product?

Practical examples of theory/practice that will be part of my placement report.

When the student receives the returned work, the feedback will often refer to the learning outcomes.

Looking for clues on assessment

23

4  Marking scheme Some institutions and some departments will let you see the marking scheme or mark scheme. It links the description of a grade (or mark) with specific assessment criteria. So, it should tell you useful facts such as: ◗◗ ◗◗

◗◗ ◗◗ ◗◗

percentages of marks and what the marks are allocated for weighting: the contribution of this particular assessment towards the module total (e.g. 50% essay, 50% group presentation) if the marker is looking for anything specific if the marker will deduct marks, e.g. for poor grammar or poor referencing the pass mark.

Some universities use a standard marking scheme for all their modules. Example Here’s a marking scheme for a BA Education course, along with some questions posed by a student when they read it.

24

Using Feedback to Boost Your Grades

Aspect of essay

Maximum mark (%)

STRUCTURE 20 To include: ◗◗ To what extent does the introduction give a 'How do I show clear idea of the key reflections that the essay a logical structure?’ will contain? (5) ◗◗ To what extent is there a logical structure to the main body of the reflection? (10) ◗◗ To what extent does the conclusion effectively summarise the ideas that have been discussed? (5) REFLECTIVE CONTENT To include: ◗◗ To what extent does the student analyse their experiences on this module, rather than just describe them? (20) ◗◗ Is there a clear sense of what the student has learned on this module, and how their learning can be applied in their main discipline? (20) ◗◗ To what extent does the student address their own strengths and weaknesses? (10)

50 'What have I learned? Not easy! That’s why this section gets 50% of the marks.’

'Strengths and weaknesses! I can do a SWOT or a SOAR analysis.’

Looking for clues on assessment

25

USE OF EXAMPLES AND EVIDENCE 30 To include: ◗◗ To what extent has the student used specific examples to support their reflection? (20) ◗◗ To what extent have they referred to appropriate literature, or used reflective frameworks/ theories? (10) TOTAL

'I need some reallife examples of my experience of trying to teach – AND then link the examples to specific theories.’

100

Marking schemes and feedback A marking scheme is the best way to find out the details of what will earn you marks in an assignment. The tutor gives you clues about what’s expected, e.g. ‘logical structure’ or ‘key reflections’. Then, when you reflect on your feedback, you can refer back to the marking scheme to see where you might have lost or gained extra marks.

5  Grade criteria or grade descriptors You may not get marks for individual assignments. Instead, you will just be shown a band of marks that you fit into. These are called ‘grade criteria’ or ‘grade descriptors’. You will be given a table showing the level at which you are working, i.e. 1st class degree, upper 2nd, lower 2nd, etc. 26

Using Feedback to Boost Your Grades

Example Below is part of a table of first-year marking grade descriptors, with a couple of questions posed by a student. 80–100 A+ First Class/ Distinction

Understanding The work demonstrates the highest possible level of understanding and personal judgements, thoroughly backed up by research evidence. Organisation The work is organised, structured and presented to an outstanding level. The level of communication is unusually sophisticated. Context The work is contextualised in a way that is thoroughly rigorous and meaningful. It demonstrates an extraordinarily wide range of reading material.

70–79 A A– First Class

What exactly is 'an extraordinarily wide range of reading material'?

Understanding The work demonstrates excellent knowledge and understanding, with some noteworthy personal judgements backed up by evidence. The student is clearly engaged in academic debate. Organisation The work is organised, structured and presented to a high level. The level of communication is sophisticated. Looking for clues on assessment

27

Context The work is given a helpful context and background, and there is clear evidence of reading around and beyond the immediate task. 60–69 B+ B Understanding The work demonstrates a B– Upper good level of organisation and structure, along 2nd/Merit with some independent judgements. Organisation The work is organised, structured and presented to a good level, making a coherent statement. The level of communication is above average. Context The work puts the task in context, and there is considerable evidence of wide reading. 59–60 C+ C Understanding The work is structured and C– Lower organised to an adequate level. There is some 2nd/Merit attempt at independent judgement. Organisation The work is organised, structured and presented to a level which is adequate for the task in hand. The level of communication is average. Context The student makes an attempt to put the work in context. There is some evidence of background reading. 28

Using Feedback to Boost Your Grades

Hmm! I wonder what 'above average’ means?

QUESTION: Your department uses grade descriptors. You read the descriptors and highlight a couple of phrases you’re not clear about, as above. What action do you take? Your answer:

ANSWER: You may need to talk to your lecturer or your tutor in order to ‘decode’ the descriptors in relation to your particular assignment. Always ask tutors to be as specific as possible. Marking grade descriptors and feedback Your marker’s feedback will also help you to make sense of the grade descriptors. In combination with this, you’ll find it useful to refer back to the learning outcomes for the particular assignment; see the diagram on assessment and feedback in Chapter 6. TOP TIP

The mark or grade does matter, of course. But it’s the accompanying feedback that illuminates and clarifies that mark. Using feedback is a great way to become an effective learner, as you’ll see throughout the book. Looking for clues on assessment

29

6  Assessment briefs (aka assignment briefs) An assessment brief brings together details of an assignment, including how it will be marked, and when and how you will receive feedback. This makes it much easier to interpret and understand. Here is part of an example.

Assignment brief BSc Physiotherapy Module code

CB14-Pb

Module title

Psychosocial basis of patient care

Key dates

Briefing date: 4 October

Marks

50% of module total

Year 1 Submission date: 22 November

Type of assignment Group presentation Description of the task

For this assignment, students will work in groups of 4 to interpret a video showing interaction between a physiotherapist and patient

Marking schedule

30

Using Feedback to Boost Your Grades

Assessment briefs and feedback These assessment briefs are valuable, both when you create the assignment and then when you review your feedback. TOP TIP

If your department doesn’t offer them, you can always pull together all the information you have and create your own assessment briefs.

Looking for clues on assessment

31

6

assessment and feedback

In order to understand your feedback and then improve your grades, it’s helpful to assemble all the clues on assessment offered by the lecturers. These include the official briefings and also any informal guidance you receive in class or through online postings. Then, when you’ve got the assignment back after marking, sit down with the assignment, the feedback and all the clues. Learning outcomes

Marking scheme

Marked assignment Grade descriptors

Feedback

Assessment brief

32

Using Feedback to Boost Your Grades

This is a great way to begin making sense of the feedback. Match up the assignment itself, the feedback you’ve received and the clues that were in the assessment documents. This process will help you to answer the following questions: ◗ ◗ ◗ ◗

Have I demonstrated that I’ve met the learning outcomes? Have I followed the marking criteria? Is the mark what I expected? What is the feedback telling me?

Summary Knowing how assessment works is the essential first step to making sense of feedback. So, look for clues about the process and about how individual assignments are marked. You will then be better placed, first, to write the assignment and, later, to interpret the feedback. The next challenge is to read your feedback in more detail. Parts 3 and 4 show you techniques for understanding the feedback you receive, and then how to use that knowledge next time to start boosting your grades.

assessment and feedback

33

PART

3

Making sense oF YoUr Feedback

Once you’ve reminded yourself of how you were assessed (Part 2), it’s time to examine your feedback in more detail. Part 3 will help you to: ◗◗ ◗◗

overcome some of the challenges associated with receiving feedback unpack what your marker’s comments really mean.

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7

What’s challenging about feedback?

When giving you feedback on your work, lecturers hope that you will: ◗◗ ◗◗ ◗◗ ◗◗

◗◗

read and understand their comments take appropriate actions be as interested in the feedback as in the grade itself make connections with other types of feedback you have had, both formal and informal apply the comments to other assignments. This is sometimes called ‘feeding forward’, meaning that the feedback points towards future assignments, rather than just referring back to the one you have completed.

What’s challenging about feedback?

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Assignment 1

Assignment 2 with feedback from 1

Assignment 3 with feedback from 1 and 2

Assignment 4  with feedback from 1, 2 and 3

However, understanding and using feedback can be a challenge. Emotions are a common barrier, as Part 1 suggested, but you might have encountered other difficulties as well.

Timeliness of feedback Because of the way university courses tend to be structured, feedback may appear to come too late to be useful, i.e. at the end of a module. That’s why it’s wise to take advantage of informal feedback opportunities throughout a module, such as your tutor’s office hours, 36

Using Feedback to Boost Your Grades

in-class activities, or discussions with peers (see p. 65 ). This is also where ‘feeding forward’ from one module to another comes into play. There’s more about this in Part 5.

Amount of feedback Too much feedback, and you may feel overwhelmed or bombarded with criticism. Too little, and you may be left wondering how to improve. The student scenarios on pp. 40–45 offer some ideas for how to tackle both these situations.

Specificity of feedback If your feedback is very specific to the assignment being marked, you’ll have to work a little harder to see the bigger picture. Conversely, it can also be challenging to identify relevant action points from more general feedback. Applying generalised ‘good practice’ suggestions to your own work is a valuable skill. So is broadening out specific comments to make them useful for the future. There is more on making your feedback relevant and transferable in Part 5.

Consistency of feedback Different tutors may have different approaches and priorities. The individual interests and enthusiasms of the marker do matter! If the marker believes strongly in the good use of English, for example, they might make a lot of comments like this. What’s challenging about feedback?

37

Introduction The global population is aging. Europe is the oldest centre for population; indeed, seventeenof the countries with the oldest average population are in Europe. (1) This is probably caused by Europe’s greatly declining fertility rate (2), but also by factors such as recent progress in medicine, water supply, hygiene and improved nutrition. (3). These factors frequently not available to populations in many other parts of the world (4) because, overall, people across the globe are living longer but growing older, which brings with it a whole range of risk factors. For instance growing old in many countries can mean increased risk of poor health. (5). Consequently, we see that there is a trend towards more risk of injuries, more poverty and social isolation in elderly populations globally. (6) Women have a longer life expectancy than men, and so consequently females are the majority in every age group above (7). They are older, but also tend to be poorer than men (8). The reasons for this are complex, but are linked to the global economic and social inequalities between men and women in early life (9). 38

Using Feedback to Boost Your Grades

Nice short sentence to open!

space

Full stop? Verb?

Long sentence. I’m getting confused! Full stop again. Get it right! We, who is ‘we’?

Alternatively, the feedback might be aimed more at helping you improve your general approach to the topic. Introduction The global population is aging. Europe is the largest centre for older populations; indeed, seventeen of the countries with the oldest average population are in Europe. (1) This is probably caused by Europe’s greatly declining fertility rate (2), but also by factors such as recent progress in medicine, water supply, hygiene and improved nutrition. (3) These factors are frequently not available to populations in many other parts of the world (4) because, overall, people across the globe are living longer but growing older, which brings with it a whole range of risk factors. For instance growing old in many countries can mean increased risk of poor health. (5) Consequently, we see that there is a trend towards more risk of injuries, more poverty and social isolation in elderly populations globally. (6) Women have a longer life expectancy than men, and so consequently females are the majority in every age group above. (7) They are older, but also tend to be poorer than men. (8) The reasons for this are complex, but are linked to the global economic and social inequalities between men and women in early life. (9)

This is an interesting start to the essay. However, to improve your essays in the future, please remember that the intro needs to flag up the aim of the piece. You are writing about health and fitness in older women. Given the limited word length, you need to get to the point as quickly as possible. Discuss with me if you need more clarification.

What’s challenging about feedback?

39

Both of these approaches can be helpful, and you’ll need to learn to engage with different marking styles. Additionally, you may find that your marks go up and down, especially in your first year when you are getting to grips with the expectations of your course. This is why getting an overview of all your feedback, from different sources, is so useful. There’s more on this in Part 4. So, feedback can pose challenges, but tackling these is a key part of the learning process. Next, take a look at some case studies of students’ experiences of feedback, and how they dealt with them.

Meet some students ‘My work seems to be covered in corrections! I don’t know where to start!’ Zhang Yong is doing a pre-university foundation course. He’s Chinese and is struggling with some aspects of English grammar. He finds the comments from his tutors quite demotivating because every second line of his assignment seems to have a comment scribbled against it.

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What could Zhang Yong do? First, it’s crucial to remember that feedback isn’t punishment. Sometimes, it can feel excessively critical, but this is because the marker is trying to push their students to do the absolute best they can. Lecturers also frequently review each other’s research papers and articles, so they are used to scrutinising academic work in great detail. To them, regular critical inspection of their own writing is just normal. So that’s why feedback can sometimes seem a little direct! Zhang Yong could take two steps in order to make his feedback manageable: 1 Group the comments: It’s likely that some of the comments are referring to the same, or similar, issues. Grouping them may help to demonstrate that there are actually a few repeated language errors that need addressing, rather than dozens as it first seemed. Find out how to categorise your feedback in Part 4. 2 Prioritise: You can’t address everything all at once. Identify the problems that most affect your marks and focus on those first. Zhang Yong could aim to tackle three key areas for development in his next assignment.

What’s challenging about feedback?

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‘I got some really positive feedback … but I don’t know how to improve further.’ Sophie is in the third year of her Biosciences degree. She’s learned to deal with feedback that at first seemed negative and has worked out how to learn from those comments. This year, however, Sophie has encountered a new problem. All her assignment feedback is positive, which pleases her, but leaves her feeling unsure of how she can develop further. She’s on the boundary of a 2:1 and a 1st, without anything obvious she can work on to take her over that line. What could Sophie do? First, she could check whether there does seem to be one element of the marking scheme where she always scores slightly lower, and really focus on that. But maybe there isn’t; maybe she’s doing pretty well at everything, but needs to do that special something extra to gain a 1st. Reaching the highest levels of the marking scheme often means standing out from the crowd – perhaps working with unusual source material or offering fresh perspectives. After talking to her tutor, Sophie decides to: Take a risk: Once you feel confident about the conventions and expectations of your discipline, a little bravery and creativity can pay off. Now that Sophie has mastered 42

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conveying her understanding of her subject, she can explore some of its more complex or controversial aspects. Her final-year dissertation could be a chance to stretch herself and show what she can do.

‘My modules are all so different! I feel like I’m starting completely from scratch with each new assignment!’ Ali is a first-year Physiotherapy student. He finds it hard to act on feedback from his written assignments because his modules are all so different. In his first year, for example, he is required to write: ◗◗ ◗◗ ◗◗

a highly scientific physiology assignment two case study analyses a reflective essay about his own practice.

He excels in the physiology assignment, as he is good at paraphrasing scientific facts and applying them to examples. However, he has no idea how to approach the case studies and feels that his previous assignments have not equipped him with the skills to do so.

What’s challenging about feedback?

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What could Ali do? It’s worth focusing on the connections between assignments as well as the differences. For example, Ali’s case studies may not be as remote from his physiology assignment as he believes. Both require him to analyse ideas and make practical applications to physiotherapy. It’s the raw material that is different: with scientific essays, this comes from research findings; with case studies, this comes from professional observations combined with wider reading. The writing style and focus may be different, but the underlying skills of reasoning and drawing conclusions are the same. In fact, these processes are relevant to almost any type of university work. In order to keep feeding forward, Ali could: ◗◗ ◗◗

◗◗ ◗◗

Concentrate on developing transferable academic skills Keep a log of the conventions of different types of assignments so that he can adapt his style to fit each new brief Talk to peers and tutors about how the different elements of his course fit together Talk to his academic skills or learning support centre.

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‘My marks go up and down like a rollercoaster!’ Zadie is a MA English Literature student who has returned to education after a break of several years. She gains a distinction for her first assignment, and is thrilled. However, her second assignment comes back as a low pass. She thinks she did the same amount of reading and put in just as much effort, so how has this happened? What could Zadie do? A learning process is never a straight, upwards line. There are always diversions and false starts to learn from. Variations in marks are normal, but it’s useful to try and understand what is causing them. Zadie’s reflections When she compares her feedback and her essays, Zadie realises that the first essay has a much stronger structure. The ideas in the second essay are almost as strong, but they feel scattered and disjointed. Thinking back, she realises that the ‘flow’ of the first essay emerged quite naturally, so she didn’t give much thought to structuring the second. However, she has learned a lesson: sometimes a strong structure appears magically on the page, but mostly it doesn’t! For her next essay, she pays as much attention to planning the structure as the content, and her marks go back up.

What’s challenging about feedback?

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8

Understanding your feedback

Talking to your marker Feedback is most effective when it becomes a dialogue. If possible, arrange a meeting with your marker or another lecturer. They may have office hours when you can drop in, or you may be able to email them to request an appointment. Find out what your options are for talking to somebody about your progress.

Top tips for a meeting with your marker ◗◗

◗◗

◗◗

Prepare a list of questions you want to ask or points you want to raise, to maximise the time you have. Listen to what your tutor has to say, rather than just being intent on defending your work. Their explanations for how and why they awarded you a particular mark could be useful for the future. Afterwards, combine the outcomes of the meeting with the initial feedback you received, and incorporate them into your action plan. (More on action plans in Chapter 10).

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◗◗

If a meeting with your marker is not possible, find out whether your university has an academic skills centre or other support services which offer appointments. TOP TIP

You may need to ask for feedback, if you haven’t had any at all. It can be a dynamic and constructive dialogue between you and your tutors if you know what to ask, and how.

Interpreting feedback comments Different markers will naturally word their feedback in different ways. It’s helpful to recognise those comments that essentially mean the same thing or require the same action. Below are some examples of feedback from lecturers, with simplified interpretations. You’ll begin to see themes emerging – perhaps you recognise them from your own feedback? TOP TIP

The language of feedback Make sure you understand what your tutor means when they use key terms like the ones you’ll see in this section. If necessary, construct your own definitions and show them to the tutor to make sure that you are on the right lines. Understanding your feedback

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Feedback from lecturer

Translation

‘The link to learning theories is interesting, but should not have been focused on so much. You are being assessed on your understanding of teaching styles and their relationship to learning outcomes.’ (Sports, PE and Coaching Studies)

Answer the question!

Answer all parts of the question! ‘You have barely commented on the first part of the question and have moved quickly into the second part. This means you have not been able to discuss how the nuclear family has dominated perceptions of family life.’ (Social Policy) ‘What is the importance of this? How does it relate to rehabilitation vs. punishment in prisons?’ (Law)

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Show the reader how everything you have written relates to the question!

Key feedback term: ‘Relevance’ The comments above all seem specific to the particular assignment they are commenting on, as they refer to the balance of content. But don’t dismiss content-related feedback as being useful only for one essay. So often, these types of comments indicate that you need to spend more time ensuring that you understand your task and have addressed all the learning outcomes. There is usually a broader lesson to be learned – and it often boils down to answering the question, or making it more obvious to your marker that you are answering the question! Here are some more examples. These also relate to a common issue that students tend to receive feedback on. Can you spot the theme?

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Feedback from lecturer

Translation

‘Your essay doesn’t have a flow. Think more Guide your reader with linking about how you get from one point to the sentences and phrases. next.’ (BSc Geography) ‘Your ideas jump around a lot.’ (BA Social Policy)

Check each paragraph makes a clear point and that your points are in an order that makes sense.

‘You need to connect these points into an overarching argument.’ (BA History)

Have a central focus, argument or message that is clear from the start.

‘Your description of the stages of the nursing process should come before your critique of them. Otherwise it feels confusing.’ (BSc Nursing)

Think about what your reader needs to know at different stages of your assignment.

Look at some of the words used in these comments: ◗◗ ◗◗ ◗◗

flow jump around confusing

◗◗ ◗◗ ◗◗

connect coherent argument.

If you get comments like this, you need to learn how to design a logical structure for your essays. 50

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Key feedback term: ‘Argument’ Feedback that mentions your argument is usually referring to the driving force behind your essay: ◗◗ ◗◗ ◗◗

What is the main thing you are trying to put across? What is your answer to the question? What overall purpose are all your paragraphs pointing towards?

When this focus is lacking, your assignment may come across as a collection of vaguely related ideas rather than a coherent piece of writing. There is more on tackling structural issues in Part 4. Other books in this series also cover this in detail, such as Planning your essay and Where’s your argument? Understanding your feedback

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What do you notice about the comments from the markers below? They also relate to an important feedback theme. .

Feedback from lecturer

Translation

‘You make a useful attempt at discussion about governmentally imposed curricula. However, you reference a policy that is 17 years old.’ (BA Education)

Use up-to-date sources!

‘Sound attempt at analysis; however, can you really conclude this from just one study?’ (BMedSc Medical Sciences)

Over-reliance on one critic, or extrapolating too much from one source.

‘You attempt critical analysis through Duhn’s perspective on Te Whaˉ riki. However, there is no source reading on Te Whaˉ riki itself.’ (BA Education)

Too much secondary referencing – relying on other authors’ interpretation of key material rather than engaging with it directly.

‘This is a nicely phrased opinion. However, You MUST back up your opinions use the research evidence first and foremost.’ with evidence! (BSc Sports and Exercise Science) ‘If you had reviewed more of the literature around the teaching style spectrum, you would have found some good information on this.’ (BSc Sport, PE and Coaching Studies) 52

Using Feedback to Boost Your Grades

You need to do more reading on areas RELEVANT to your assignment.

Key feedback term: ‘Literature’ As above, feedback may comment on how well you have understood and engaged with ‘the literature’. This means all the sources you base your essay on. It could include journal articles, books, websites, studies, theories and more. By extension, it also means ‘the ideas in the literature’. Tutors want to see how effectively you can discuss ideas that have already been published.

Summary This part of the book has begun to show how you can examine and interpret your feedback, and has encouraged you to look for themes in your marker’s comments. Try looking back on feedback you’ve received in the past to see whether any of it is similar to the examples shown so far. Part 4 explores further examples and suggests some practical strategies for addressing feedback in different areas.

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PART

4

taking action

Part 3 showed some examples of pieces of feedback, with common themes b ­ eginning to emerge. This part suggests a technique for recording and categorising your ­feedback. Doing this can provide a clearer focus when trying to improve your marks.

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9

categorising your feedback

It’s useful to keep a central record of all the feedback you’ve had on assignments, presentations, placements, or more informal learning opportunities. Organising this collection of feedback into categories will highlight patterns and help you build an overall picture of your strengths and areas for development. If your university offers electronic portfolios, your personal e-portfolio can be a great place to do this.

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There are several ways of approaching this categorisation. You could use the different elements of your marking criteria as your headings; for example: ◗◗ ◗◗ ◗◗

Knowledge and understanding Analysis and application Communication and presentation.

These headings will vary depending on your department’s marking scheme (see Part 2). Alternatively, you could create your own categories, making them relevant to you and your course. Below are some suggestions.

Potential categories for feedback Comments relating to your UNDERSTANDING of the topic These may refer to the accuracy of the information you’ve included in your assignment, and the way in which you explain concepts and theories. Feedback relating to subject matter may encourage you to deepen your understanding of your course content.

Comments relating to your ability to ANALYSE, ARGUE, CRITICISE, EVALUATE Feedback for this category might say things like: ‘Try to critique ideas as well as just describe them’; ‘Consider other perspectives’; or ‘Develop your ideas further’. These 56

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types of comments are all asking you to demonstrate critical thinking skills, which are essential for getting a high mark.

Comments relating to STRUCTURE As seen in Chapter 8, a solid structure is the backbone of any assignment. Record any comments related to the organisation of your ideas in this category.

Comments relating to LANGUAGE AND STYLE Expressing yourself clearly is another way to ensure you get credit for your knowledge and understanding. Feedback about grammar and punctuation, or the appropriateness of your academic style, should go in this category.

Comments relating to your use of EVIDENCE Group together any pieces of feedback that urge you to improve your reading, referencing, range of sources, use of data, or your general engagement with the literature – like those seen on p. 52 .

Try it! Make a grid of your chosen categories and then organise any feedback you’ve received into the relevant columns. Can you see patterns emerging? categorising your feedback

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The feedback grid created by Zadie, an MA English Literature student, is shown below. Example feedback grid Positive feedback

Constructive feedback

Actions

UNDERSTANDING of topic

Understanding of themes in the literature is strong. (Postmodernist Lit essay)

When linking a novel to a social theory, make sure your grasp of the theory is sound. (Postmodernist Lit) Careful not to overgeneralise. (Memorialising Slavery module)

Once I’ve identified relevant social theories, research PROPERLY (sometimes too caught up in primary literature).

ANALYSIS/ ARGUMENT

Excellent thematic analysis of primary text. (Victorian Lit essay) Great linguistic analysis. (Seminar presentation)

Critique of secondary reading needs developing. (Victorian Lit) Too many words devoted to plot description. (Postmodernist Lit)

Work on critiquing secondary readings/ critics, not just primary text. Careful of over-describing.

STRUCTURE

Clear conclusion. (Victorian Lit)

Some paragraphs feel unconnected to one another. Middle section is confused. (Postmodernist Lit)

Spend MUCH more time planning structure. Topic sentences for paragraphs (build up a collection of them?).

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Positive feedback

Constructive feedback

Actions

LANGUAGE & STYLE

Writing is generally clear. Sentences a good length, easy to read.

Writing style sometimes too flowery. (Had this comment a few times) From dissertation supervisor: Consistency across a long piece of writing is important.

Don’t get carried away with writing style. Strike balance between clear and interesting. Schedule complete read-through of dissertation for consistency.

EVIDENCE

Good use of examples from primary text, well connected to points. (Victorian Lit) In-text referencing strong. (Several essays)

Errors in bibliography. (Memorialising Slavery essay) See comments about secondary literature from 1st column. From seminar tutor: Keep the discussion evidence-based.

Check referencing guide. Remember different layers of evidence (primary text/ secondary critics/ social theory) – use all 3!

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10

Taking action

Once you have analysed and organised your feedback, the next step is to convert your new understanding into practical changes to your approach and your work. This is essential for improving your marks, and this section will show you how.

Turning understanding into action You will see from the example feedback grid ( pp. 58–59 ) that the right-hand column is for actions. Some specific actions should emerge from your consideration of your tutor’s feedback, such as using better sources or correcting referencing errors. Other, more general actions might include: ◗◗ ◗◗ ◗◗ ◗◗

further reading on your identified weak spots attending skills workshops with a focus on your priority areas seeking out examples of well-written assignments in your discipline asking for further feedback from your peers.

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It’s also a good idea to make an outline plan for your next assignment while your previous assignment and feedback are still fresh in your mind.

Working on your areas for development Chapter 9 suggested organising your feedback into different categories. But what steps can you take to start improving specific areas? Read on for some examples of how students have tackled them.

1. UNDERSTANDING OF THE TOPIC Jon, studying for a BA Education, received the following feedback on a paragraph from his assignment:

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You need to explain this. It isn’t clear that you understand what it means. I’m also unsure exactly what point you’re making.

Do you mean Social Stories? You need to be accurate and, again, should explain these terms.

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A staff member’s approach towards a child with autism can have a substantial impact on the child’s learning. McCreadie and McDermott (2014) suggest that staff members ‘tuning in’ to a child with autistic behaviour and their unique way of seeing the world can help children cope. Further to this, staff members have the advantage of being able to observe how the child they support handles difficult situations and judge what the child may do next, whereas children with autism tend to struggle with this due to lacking theory of mind (Cohen, 1985). In order to experience how a child with autism may perceive the social and physical aspects of their environment, Cohen suggests that staff members should put themselves in the child’s shoes and in doing so can help children to use coping strategies like Social Skills (Gray, 1990).

Using Feedback to Boost Your Grades

Can you be more specific? Cope with what, in what way?

This reference is incorrect – it should be BaronCohen et al.

The comments all talk about defining key terms, being more accurate and specific, and therefore showing understanding of the issues. Jon’s vague language and underdeveloped explanations have given his marker the impression that he doesn’t know his topic well enough. These are the key concepts that he needs to show understanding of in this part of his essay: ◗◗ ◗◗ ◗◗ ◗◗

McCreadie and McDermott’s ideas Theory of mind Coping strategies such as Social Stories (not Social Skills!) Plus – check references for accuracy.

Jon does some more reading to ensure he feels confident about these underpinning ideas. He then rewrites his paragraph with greater clarity, accuracy and precision.

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Jon’s redraft A staff member’s empathy towards a child with autism can have a substantial impact on the child’s learning. McCreadie and McDermott (2014) suggest that staff members ‘tuning in’ to a child with autistic behaviour and their unique way of seeing the world can help children cope with challenging situations such as social communication. According to some theorists, this should involve recognising that children with autism can lack theory of mind (Baron-Cohen et al., 1985), meaning that they may not realise that other people have their own plans, thoughts, feelings and opinions. If a staff member understands how this might affect social behaviour, they can help children to use coping strategies like Social Stories (Gray, 1990). These are short stories or comic strips describing common social scenarios, designed to help individuals with autism understand themselves and others better. The right term has been used, and explained.

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‘Empathy’ is more specific to what this paragraph is about than ‘approach’ (a little vague). This sentence is now more precise. An example has been added. More clarity about how ‘theory of mind’ relates to this paragraph.

Theory of mind is now succinctly defined, and the reference is correct.

Now that Jon has outlined some of the key concepts more solidly, he can go on to critique and debate them. For example, there are many criticisms of the concept of ‘theory of mind’ that he can go on to explore.

Tips for improving understanding of your topic ◗◗

◗◗

◗◗

If you are unsure about any of the concepts you are writing about, first try stepping back from the more complex academic literature. Use reliable encyclopedias and textbooks to gain an overview. Then build up to higher level sources such as journals, which you will reference in your assignment. Study with peers. Try explaining challenging concepts to each other, to help develop understanding. Investigate whether your department offers peer-to-peer study sessions, or try setting up your own group. Make sure you are doing justice to your own understanding by explaining concepts properly and accurately in your assignments. You can then go on to criticise and evaluate them (see the next section).

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2. ABILITY TO ANALYSE, ARGUE, CRITICISE AND EVALUATE You might find that you get lots of feedback in this category. Mastering critical thinking and writing can really push up your marks. There’s some great advice in Getting critical, also in this series. Let’s have a look at an approach taken by Ali, a first-year Physiotherapy student.

Identifying the problem Ali has had feedback on one of his Physiotherapy essays that he needs to ‘be more critical’. He looks at some of his other assignments and sees that his lowest mark is always in the ‘analysis and argument’ column of the marking scheme. He also recalls some verbal feedback from his tutor about a presentation he gave, saying that he ‘spent too long describing the data and ran out of time to comment on it’. All these things are related to critical thinking and analysis skills.

Seeking help Ali is not totally sure what ‘being critical’ means. Therefore, his first steps are to: ◗◗

◗◗

Check out whether there are any critical thinking courses he can attend, perhaps with the academic skills centre at his university Look for example essays on his course VLE, to identify how other students have used analysis and evaluation

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◗◗

Look back at his own work and highlight areas where he could have raised critical questions or developed counterarguments.

Taking action Ali tries looking at his last assignment question from a more critical perspective. The question is: Patients’ non-compliance with exercise regimes and/or lifestyle advice can negatively affect the success of physiotherapeutic treatment. What can physiotherapists do to address this issue? Ali considers the essay he wrote in response to this, and makes some notes. What I did do ◗◗ ◗◗

◗◗

Said why noncompliance is a problem Summarised stats about non-compliance and how it affects outcomes of treatment Suggested three ways physios could help address this issue (1. Offering incentives; 2. Involving family members; 3. Offering more flexible treatment options).

What I could have done ◗◗

◗◗

Included more in-depth discussions as to WHY my three suggestions could work (drawing on evidence to justify each one) Discussed possible DISADVANTAGES of my suggested solutions, or potential barriers to implementing them (and how physios might overcome these – as question implies?). taking action

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As you can see, there was scope in this assignment for a critical, evidenced-based discussion of the proposed solutions and their potential disadvantages. To create room in his word count for the extra depth, Ali would have needed to cut down some of his description. Looking again, he realises he spent too long in his introduction describing what ‘noncompliance’ means. He could have done that much more succinctly so his critical ideas could flourish in the main body of the assignment.

3. STRUCTURE Maryam is studying Social Work. She has had feedback that the structure of her assignments is weak. However, she finds it hard to stand back and ‘see’ the structure of her own work. One way of analysing the structure of an essay is to summarise the point or theme of each paragraph in one sentence. This helps to create a retrospective outline of its structure, making it easier to see what went wrong. Maryam tries this approach, and annotates her outline to help her identify specific things to work on. Her essay title is: Is it important to discuss what is understood as a ‘social problem’? How do definitions and explanations have implications for social policy and social work? Discuss in r­ elation to a specific example.

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Maryam’s essay structure Paragraph 1 (introduction): Definition of disability, and statistics about how many people are registered disabled in the UK.

I never said why I was throwing all these definitions and stats at the reader! Didn’t make it clear I would be answering the question in relation to disability. Paragraph 2: Description of the medical model of disability. Paragraph 3: Description of the social model of disability.

This is the first time I use the word ‘social’ in this essay. It’s a key part of the question so should be present from the start? And I haven’t made any connection or comparison between the two models. Paragraph 4: Debates about how to define a ‘social problem’.

Too late to do this? And it’s a short, lonely paragraph in the middle of my essay! Paragraph 5: Current policies which see disability from a social point of view.

Could these have been placed alongside earlier description of the social model? Could integrate the paragraphs? Too many short paragraphs create a disjointed effect. Paragraph 6: Policies from the past which treated disability as a medical issue.

Paragraphs 5 & 6 would be better the other way round. taking action

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Conclusion: The shift from the medical model of disability to the social model has had a clear impact on social policy.

Have I answered the whole question? What about implications for social work? Maryam decides to rework the structure now that she can visualise it more clearly. Revised essay structure Introduce the broader concept that’s up for debate BEFORE introducing the example of disability.

Paragraph 1 (introduction): Introduce the concept of a ‘social problem’ – contentious term, what it implies, why it is important to discuss. Say that this essay will discuss it through the example of disability – and say why. Paragraph 2: Discussion of the medical model of disability, including how it influenced social policy and social work practices in the past. Paragraph 3: Contrast this with the social model of disability – why this is now the preferred viewpoint, and how it has changed social policy and social work practices.

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Position the implications alongside the definitions of the models, to show link between theory and practice. Include social work practice, not just policies.

Clearer connection/ comparison with the previous paragraph – build on what’s gone before.

Paragraph 4: Why is this shift from medical to social model (and the surrounding debate) so important?

Take the discussion wider again as the essay heads towards its conclusion.

Conclusion: The shift from the medical model of disability to the social model has had a clear impact on social policy and social work practice, shifting the focus from what is ‘wrong’ with an individual to what their needs are in society. It is important to keep redefining the idea of a ‘social problem’ because …

Ensure the argument and response to the question are clear here.

Summary Feedback can be much more manageable if you group comments into themes and categories, to help you decide what your priorities should be. Keeping a feedback record is useful but you also need that final stage – taking action – to make sure you are ‘feeding forward’ and improving your marks. Part 5 focuses on transferring your feedback beyond a particular assignment or module.

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PART

5

aPPLYing Feedback across YoUr coUrse

So far, this book has shown how you can begin acting on assignment feedback in order to boost your grades. In Part 4, you saw examples of collecting feedback from individual modules. However, another strategy is to bring together feedback from several modules, as Zadie was beginning to do on pp. 58–59. This final part will show you how to stand back and learn from feedback across a range of your modules.

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Feedback and reflection

To keep improving, it’s essential to look back on your whole experience of studying. Over time, you can learn to make sense of feedback, evaluate it and then make long-term improvements.

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Using reflection to carry your learning forward Example 1: Identify transferable feedback Look back over your feedback grid ( pp. 58–59 ) and highlight any comments that are clearly transferable to other assignments and modules; for example, ‘your sentences are too long’. Now look at the comments that seem specific to that one assignment, such as: ‘You should have included something about ethics here.’ Try to consider the underlying skills, knowledge or processes that might have led to specific errors or omissions. To take the example above, you might ask yourself: ◗◗ ◗◗ ◗◗

◗◗

‘Why did I not include something about ethics?’ ‘Had I not done enough research and so didn’t realise it was a key factor?’ ‘Or did I make a decision to leave it out? If so, why might my tutor consider that the wrong choice?’ ‘What can I learn that will help me next time?’

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These reflections should help with future decisions about what material to include in assignments. Here are three suggestions: 1 Look for similarities. Consider the similarities between your different assignments and modules. As you saw with Physiotherapy student Ali in Part 3 ( pp. 43–44 ), they may seem very different, but the chances are that every module will be assessing similar skills and connected concepts. 2 Keep using your feedback grid. When you approach your next assignment, do so with your feedback grids close by. See whether you can pick out which comments and suggestions from previous assignments are likely to be relevant to your current assignment. 3 Self-diagnose. Once you’ve drafted your next piece of work, challenge yourself to ‘self-diagnose’ the things that need improving. You might also look in your course handbook or your VLE for the programme learning outcomes mentioned in Part 2. These statements give you a picture of the learning you need to demonstrate right across your course, and will help with self-diagnosis and redrafting.

Example 2: Use a diary or learning log Some students keep a learning log. Here’s an example from Zadie, a mature MA English Literature student. She enjoys writing and the log really helps her to make sense of her studying. An alternative would be for her to write her own blog. Feedback and reflection

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To do better next semester what do I need to do? What is the issue?

Possible reasons for problem?

1.  Massively improve timekeeping and scheduling!!

Not sure. I’m always tired, which doesn’t help. I’m not very good at keeping a paper or electronic diary/calendar.

2.  Do less background reading and more actual proper writing.

I know I get easily distracted. My trouble is, I enjoy the theory and get too involved. But I know I could do better if I set myself clearer targets – this links back to the time and self-organisation thing.

What practical actions do I need to take? Now? In the future?

What’s my timescale?

I’m always tired – work really hard at getting This week: think seriously about how can get more sleep! more sleep. Make a plan. Work on properly using a calendar on my phone with loads of prompts and reminders!

Weekend: investigate better electronic calendar.

Clearer targets when writing — maybe that means allocating chunks of time for specific tasks. Talk to my friend Sarah, who always seems so confident and is great at planning her life.

Next week – book time to see Sarah within the month, then: 1.  Make a project plan. 2.  Have a couple of apps on the phone to help manage time better.

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A learning log works for some students. However, there are other ways to get a better picture of feedback across a semester or a complete academic year. Chapter 12 suggests a more systematic approach.

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12

Making reflection a habit

Reflection works best when you don’t just think back, but also use a structure to focus on what you’ve learned and what changes you want to make. With practice, this becomes a habit; it’s simply a way of learning more effectively.

Example: Structured reflection Daisy is a first-year Psychology student. Earlier in the year, Daisy talked to her personal tutor about making sense of feedback, especially how she could pull together her feedback grid and her general thoughts and ideas. The tutor recommended structured reflection as a way of combining her reflections, using Gibbs’ well-known reflective cycle (1988). She’s tried to use the Gibbs model regularly. Now Daisy is reflecting on her assignment feedback at the end of her first year. She’s brought her ideas together in a different kind of grid, leading to an action plan for the second year of her course.

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Description What happened?

Action planning Make a plan that will help me next time.

What must I do differently in the future?

Feelings How did I feel at the time? And now?

Evaluation Standing back, what was good and bad? Where’s the evidence?

What new learning will help me next time?

Conclusion What else could I have done?

Analysis What sense can I make of it?

Adapted from Gibbs’, reflective cycle (1988)

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This is an example of Daisy’s reflections on a specific event, using the Gibbs model: Description of what happened: I was given feedback on an essay telling me that while it was good, there was scope to expand my ideas and that I should ‘include more explanation of ambiguous ideas’. However, I had reached my upper word limit. Feelings: Confusion about how the marker wanted me to write more when I had already reached the word limit! Evaluation: Where I could improve: I think I spent too much of the word count covering relatively basic ideas, and didn’t leave enough words to explain the complex ideas fully. Where I did fine: The essay was decent, and I still got a borderline 1st grade, despite my confusion. Analysis: I should cover simple concepts more concisely. That will give me more words to expand on difficult and ambiguous concepts. Conclusion: I tried my best, and overall I was very happy with the mark and the feedback I was given. I’m glad that I now know that to improve my marks I need to be more concise in some areas and expand ideas in others. Action plan: Always use a word count as part of the essay plan. Having coordinated the feedback from across all her modules, Daisy makes an overall action plan for her second year. First, she defines her study priorities.

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What are my study priorities for Year 2?

A

Study priority

Examples

Better time management

Attendance at lectures Get essays done on time!

B

Improve research skills

Literature searching and referencing

C

Feel better about feedback

Actively work at lowering my stress!!

Daisy knows that these are overall priorities and not very specific. So she tries to define measurable objectives that will help her meet her priorities. She develops an action plan to feed forward into her second year. Below is a part of Daisy’s plan. Note that she’s got some ideas on how she can measure her success next year.

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Year 2 action plan Objective

Tasks that will help

1 Write essays on time

Make an assessment Monitor timetable AND set each reminders on phone. fortnight Begin to plan the essay and do reading very early.

A Check the assessment timetable fortnightly on the VLE. B Essays started early enough to do a thorough job.

2 Improve aspects of writing

Better management of Each essay word count. assign­ ment

Positive comments on the way I write about ambiguous concepts.

3 Use references to primary sources (psychological studies etc.) more often

Go to the library courses on finding relevant literature and referencing.

At the end of this term and/or beginning of second year

Finding relevant literature more easily, referencing properly. Hopefully I’ll also see an increase in marks.

4 To feel OK about the workload or about disappointing marks

Take short breaks when I’ve been working for too long. Remind myself that I’m doing OK.

When second year starts

My emotions will be better controlled and I won’t be getting upset about little things.

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Criteria for success (How will I know I’m doing okay?)

Tips to build the habit of reflection Try keeping a learning journal, learning log, or your own personal blog. All of these could be part of an e-portfolio. These tools might help you to record the formal and informal feedback you have received (you could keep your feedback grid and action plan with your learning journal). Here are some tips to help build that habit of reflection: ◗◗

◗◗

◗◗

◗◗

Reflect regularly on the lectures, seminars, assessments and independent reading that you’ve done. Track your own progress and be aware of your own habits and behaviours. If you like data, experiment with spreadsheets and apps. Track your own moods and energy levels too. What is your best frame of mind in which to complete an assignment? Build time into your calendar to reflect on assignment feedback. Making reflection a habit

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◗◗

Create study priorities and a realistic action plan for the future, either each semester or at the end of each academic year. ‘Realistic’ might mean limiting the changes you make at any one time, or keeping your timeframe manageable.

As you reflect on your own learning, you will become clearer and more confident in your own judgements. You will be ‘learning to learn’, assessing your strengths and discovering what you can do to improve. See Reflective writing in this series. You can also research reflective practice and models online.

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13

taking your feedback skills with you

The ideas in Parts 3, 4 and 5 are highly relevant to your work at university or college. But when you learn to use feedback to boost your grades on your course, you can also apply the same principles in the future. That’s why being able to transfer your learning will be one of the underlying aims of your course. Feedback from previous modules

Feedback from my lecturers

New Assignments

My feedback analysis

Infomal feedback

The Future

Feeding forward into the future with confidence! taking your feedback skills with you

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Here are some of the ways in which your academic feedback skills will remain relevant. With practice and good habits of reflection, you will be able to: ◗◗

◗◗ ◗◗

◗◗

EVALUATE written instructions and other people’s work, e.g. project proposals, bids, outlines, reports. CONSIDER different situations from other people’s point of view. LEARN from different kinds of feedback: positive, constructive and sometimes less constructive feedback! DECIDE when to be self-reliant, and when to ask others for help and support.

Summary To keep improving, it’s a great idea to bring together the feedback from all your modules. One helpful approach is to learn techniques of reflection, using a learning log or a more structured approach, including an action plan. Over time, reflection on your learning will become a highly effective habit to take with you, beyond college or university.

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conclusion This book has suggested various ways to help you understand and learn from the feedback you get from lecturers. Feedback is an essential tool when you learn to use it to your advantage: so read, reflect and respond. Now it’s over to you. Good luck in working with your feedback to become an even more effective and successful learner.

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references Gibbs, G (1988) Learning by doing. Available at: https://thoughtsmostlyaboutlearning. files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf (Accessed 2 January 2019).

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r  eferences

Useful sources Answering the question Cottrell, S (2019) The study skills handbook (5th edn). London: Red Globe Press. Planning Cooper, H and Shoolbred, M (2016) Where’s your argument? London: Red Globe Press. Godwin, J (2019) Planning your essay (3rd edn). London: Red Globe Press. Learnhigher (2012) Approaching the question. Available at: www.learnhigher.ac.uk/ writing-for-university/academic-writing/approaching-the-question/ (Accessed 2 February 2019). Reflection Williams, K, Woolliams, M and Spiro, J (2012) Reflective writing. London: Red Globe Press. Writing Cooper, H and Shoolbred, M (2016) Where’s your argument? London: Red Globe Press. Useful sources

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Williams, K (2014) Getting critical (2nd edn). London: Red Globe Press. Williams, K and Davies, M (2017) Referencing and understanding plagiarism (2nd edn). London: Red Globe Press.

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index action plan, 23, 78–79, 80–84 applying feedback, 35, 73–86 argument, 51, 56–57 assessment, 17–33 and feedback, 17–22, 32–33 brief, 19, 30–31 clues to, 17–19, 21–22, 32 information about, 14–33 language of, 16 see also marking assignment brief see assessment brief assignments, 12, 21 avoiding procrastination, 5 categorising, feedback, 55–59 clues to assessment, 17–19, 21–22, 32 course handbook, 18, 20 critical thinking, 56–77, 66–67 demotivation, 40 disappointment, 2

emotions about feedback, 2–3, 5 e–portfolio, 55, 83 evidence, markers’ comments on, 26, 52–53 feedback, amount of, 37 and assessment, 32–33 avoiding procrastination, 5 categorisation of, 55–59 consistency of, 37–39, 45 feelings about, 2–3, 5 first steps, 4–5 formats, 8–11 grid, 57–59, 75 importance of, 6 informal, 11 interpretation of, 47–53 reactions to, 1–5, 60 timeliness of, 36

index

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feedback (continued) transferring, 43–44, 74–75, 85–86 types of, 7 feedback grid, 57–59, 75 feeding forward, 35–37, 43–44 feelings, about feedback, 2–3, 5 see also reactions first steps, 4–5 formative assessment, 16

learner, 3 learning log, 75–77 outcomes, 18, 20–23 transfer, 78–86

Gibbs’ reflective cycle, 78–80 grade criteria see grade descriptors grade descriptors, 19, 26–29 grades see marks grammar, 38, 40–41 grid, 57–59, 75

marker’s comments, 38–39 markers, interpreting their meaning, 47–53 meeting your marker, 46–47 marking, criteria, 8 rubric, 9 scheme, 24–26 styles, 38–39 marks, inconsistent, 45–46 see also grades

habit of reflection, 78–84

priorities, 40–41, 60 procrastination, 5

importance of feedback, 6 improving marks or grades, 42–43 areas for development, 61–71 informal feedback, 11 interpretation of feedback, 47–53

reactions to marks, vii, 1–5 see also feelings reflection, 12, 78–84 habit of, 78–84 rubric, 9

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index

structure, 50–51, 68–71 student handbook, 18, 20 study priorities, 81 summative assessment, 16 timeliness of feedback, 36 transferring feedback, 43–44, 74–75, 85–86 Turnitin Feedback Studio, 7, 20 see also VLE

types of feedback, 7 understanding comments, 47–53 ways to improve, 61–71 Virtual Learning Environment see VLE VLE, 18–20, 75

index

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