Brooks (2008) ‘Could do better?’ Students’ critique of written feedback’ investigates how students perceive, use, and engage with written summative feedback. Having just marked BA Drawing Units 2 and 9, I thought this article would help with my ongoing reflection on the subject which I have further explored in Case Study 3.
I was relieved to see Brooks acknowledging the impact of feedback on staff, saying, ‘the process of the exchange – whether individual, written, or studio crit – is an intense, emotional experience for students, if not to say, staff as well.’ (p. 2). It gave me permission to admit that writing feedback is the most stressful part of my role. I spend a lot of time crafting each line because I care how my constructive feedback might be interpreted; this inadvertently results in researching references and using discipline-specific language (because the course is multidisciplinary) to ensure each feedback feels tailoree to the student. By the end I am exhausted.
Ryan et al. (2017) elaborates that students may have positive, negative, and disruptive emotional responses to feedback which can in turn affect their motivations and their engagement. I think there is something humane about acknowledging our students’ emotions so, inspired this and by Claire Undy’s session which I reviewed, I would like to research and introduce some strategies for managing anxiety.
Another area for reflection focuses on when students receive feedback and what they do with it. There is a three-week marking period before the written feedback is published, followed by 1:1 verbal tutorials. I have observed that some students change their ideas quicker than they receive their written feedback, which makes it somewhat redundant. Our verbal follow-up becomes important to capture their progress, reflect on the new directions and offer advice. I find sometimes this new direction is prompted by the uncertainty of how to proceed. I will encourage them to work through the uncertainty more before letting go of a great idea, reminding them that this builds resilience and a deeper understanding of one’s practice even if a change in course occurs.
Reflecting on the what reminds me of Sadler’s observations that ‘the only way to tell if learning results from feedback is for students to make some kind of response to complete the feedback loop.’ (Sadler, 1989, cited in Nicol, 2016, p. 15). Next term, I will introduce Victor’s ROT feedback asking students to verbalise key takeaways from our discussion, to ensure they have understood it and to clarify any mismatch of information. I will also re-emphasize the importance of acting on feedback through making and/or a written reflection in their research files, to foster self-reflective learning. This latter one does not seem particularly innovative but our Year 1 Drawing Leader, Annette Robinson’s phrase rings in my ears, reminding us that ‘It takes a while for students to hear what we’re saying’ so repetition is useful.
Bibliography
Brooks, K. (2008). Could do better? Students’ critique of written feedback. Networks. [online] doi:https://doi.org/106397580/thumbnails/1.
Nicol, D.J. and Macfarlane‐Dick, D. (2006). Formative Assessment and Self‐regulated learning: a Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, [online] 31(2), pp.199–218. doi:https://doi.org/10.1080/03075070600572090.
Ryan, T. and Henderson, M. (2017). Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), pp.880–892. doi:https://doi.org/10.1080/02602938.2017.1416456.