Edited by Patrick Andrews, Tuesday, 10 Mar 2015, 16:17
For the L185 course, there are occasional OU Live chats amongst the tutors and course chairs (called "watercooler meetings") to discuss issues of concern and interest. We had one last night and one of the issues was feedback and whether students read them effectively.
I have the impression that students who are successful tend to read the feedback quite carefully but those whose marks are lower may not read them so carefully (if at all). It is difficult to disentangle cause and effects here as perhaps students produce stronger assignments if they read feedback or perhaps those getting good marks are keener to revel in the praise.
I am thinking of how to persuade students to read more of the feedback and act on it. Something I have tried was refer back to feedback on previous assignments to show how they have/have not improved in the aspects I mentioned. One issue is to avoid seeming tectchy if there has been little progress between assignments.
Tutor discussion on OU Live
For the L185 course, there are occasional OU Live chats amongst the tutors and course chairs (called "watercooler meetings") to discuss issues of concern and interest. We had one last night and one of the issues was feedback and whether students read them effectively.
I have the impression that students who are successful tend to read the feedback quite carefully but those whose marks are lower may not read them so carefully (if at all). It is difficult to disentangle cause and effects here as perhaps students produce stronger assignments if they read feedback or perhaps those getting good marks are keener to revel in the praise.
I am thinking of how to persuade students to read more of the feedback and act on it. Something I have tried was refer back to feedback on previous assignments to show how they have/have not improved in the aspects I mentioned. One issue is to avoid seeming tectchy if there has been little progress between assignments.
Does anyone have any thoughts?