Using structured reflection to encourage more active use of feedback

Figures & data

Table 1 Summary of feedback methods employed in ENV201.

Type of feedback	Description
Feedback sessions
Self-assessment in class	The feedback session starts with a reminder of the key features of the task. Students then assess their own or a fellow student’s work against given criteria.
Peer assessment in class
Group oral feedback	During the feedback session, examples of student work are projected for the whole class to see. Students led the annotation of the work, using a tablet laptop, assessing the work against the same criteria as used above. They are encouraged to fnd positive points as well as criticise the work. Examples are selected to illustrate a range of typical errors and demonstrate good practice.
Discussion of examples of student work
Verbal responses to individual questions (one-to-one)	Students are able to ask the tutors questions throughout the class. Tutors move around the class during the initial activities, providing opportunities for one-to-one questions.
Verbal responses to individual questions (whole group)
Post-it note questions	Students write questions on Post-it notes during the feedback session. The answers are either given in class if time allows or through the VLE.
Self-evaluation in class Written group feedback	See intervention questions below. At the end of the feedback session a summary (1 side A4) of key feedback points is distributed. The feedback summarises 3 things that were done well and 3 things that were incorrect, each ranked with ticks and crosses (e.g. 3 ticks, very good; 1 tick, OK).
Questions on VLE	At all times, students are encouraged to ask questions via the VLE. Answers are provided by fellow students or tutors.
Other feedback activities
Peer evaluation of group work	Students evaluate group posters and give oral feedback.
Written comment on group work	The tutor provides a written feedback summary on the group posters.
Model answers on VLE	Detailed worked answers are provided for statistics tests.
Individual feedback
Individual written feedback	Individual written feedback is provided for the report at the end of this module.

Table 2 Initial questionnaire questions.

Question 1	I read the feedback before looking at the grade (y/n)
Question 2	I did not read the feedback - I just looked at the grade (y/n)
Question 3	The feedback affected the way I felt about the grade given (y/n)
Question 4	I had a follow-up conversation with my tutor after receiving the grade/feedback (y/n)
Question 5	I found it easy to understand what the tutor meant in the feedback given (0 = very diffcult - 3 = very easy)
Question 6	I found the feedback helpful for indicating what I had done well (0 = not at all helpful - 3 = extremely helpful)
Question 7	I found the feedback helpful for understanding where I had gone wrong or omitted things (0 = not at all helpful - 3 = extremely helpful)
Question 8	The feedback caused me to think about how much I had gained from the module. (0 = not at all - 3 = a lot)
Question 9	I used the feedback to guide my next piece of assessed work. (0 = I did not use it at all - 3 = I used it a lot)

Table 3 Percentage of students responding “yes” to each question for the fve feedback methods evaluated

Question	Comments	Paragraph	Grid	One-to-one	Group
N (receiving this type of feedback)	67	66	43	17	42
Percentage of all respondents	100%	99%	64%	25%	63%
I read the feedback before looking at the grade.	15%	21%	16%	18%	17%
I did not read the feedback — I just looked at the grade.	13%	14%	16%	6%	19%
The feedback affected the way I felt about the grade given.	52%	68%	56%	59%	48%
I had a follow-up conversation with my tutor after receiving the grade/feedback.	4%	8%	0%	24%	5%

Figure 1 First questionnaire responses, where “0” is “not at all helpful / useful” and “3” is “extremely helpful / useful”.

Table 4 Types of feedback used in ENV201 as recalled by the students 5 months after the completion of the module.

Type of feedback	Order of recollection
	Group 1	Group 2	Group 3
Group feedback
Written group feedback	1, 12	2	1
Group oral feedback	2	4, 11	2
Discussion of examples of student work	11	3	6
Peer evaluation of group work	4	10	7
Written comment on group work	4	10	7
Model answers on VLE	—	—	8
Questions on VLE	15	8	3
Feedback to group in response to individual’s question
Verbal responses to individual questions (one-to-one)	6	6, 9	—
Verbal responses to individual questions (whole group)	7, 9	7	8
Post-it note questions	—	12	5
Individual feedback
Individual written feedback	3, 5, 8	1	4
Self and peer assessment
Self-assessment in class	13	5, 14	2
Peer assessment in class	13	5	—
Self-evaluation in class (how would you improve this work?)	14	13	—