The main idea of this project is based on the proposals of Boud & Molloy (2013), according to which it is necessary to reinforce the learning process of students but not by giving unidirectional information from teachers. Positive feedback needs the design of learning opportunities from which, through processes of self-assessment or peer assessment, students can assess the quality of their work. The idea is that they can appropriate and apply the criteria that lead to judge their work and implement future strategies that bring them to a more efficient execution.
Therefore, participant teachers pretend to test different feedback experiences consistent with the state and type of each of its subjects and the type of tasks that demand from their students, and look what are most effective.
Each university must choose in which subjects wants to try out the experience (no need to be a subject per member of the team because there may be people who have no teaching or who don’t want to apply it and their role is to support the experience of their colleagues).
So far as possible, it would be interesting that the same institution was able to try two different feedback systems on the same subject (and even better if the teacher was the same) in order to compare which one of the feedbacks works better. In this case, although it can’t be considered an experimental design, since it doesn’t control the variables that characterize this group and, therefore, in any case, the groups cannot be considered identical or comparable, we do want to keep the other variables and vary only the type of feedback.
Some suggestions are:
- Use the application that we used to apply to give feedback on blogs written by students.
- Provide oral feedback by sending the students recorded audio files via email or sms.
- Make a screen cast or podcast explaining the process followed.
- Self-assessment: Giving answers to an exercise or slogans for an activity once they have done it, and delivering an essay comparing what they have done and what should have been done: what they did well, what they did wrong, why and what they will have on mind the next time.
- Provide feedback in online environments (using tools like Moodle or similar).
- Peer assessment: use some pattern of Neus Sanmartí or similar to encourage the peer correction of the tasks. In the end, each student must read the feedback they have been given and design which actions or strategies will be launched in the future.
- Provide feedback between peers with seals.
- Provide feedback between peers by means of blogs, portfolios…
Amount: 3.600 €
Antonio Ramón Bartolomé (UB), Ana Espasa (UOC), Begoña De la Iglesia (UIB), César Ornat (UPC), Diego Castro (UAB), Georgeta Ion (UAB), Jaime Fabregat (UPC), Juana María Tierno (URV), Mª Isabel Achaerandio (UPC), Maria Vives (URV), Marina Tomàs (UAB), Marta Camarero (URV), Mª Àngels Mejías (UOC), Nati Cabrera (UOC), Nati Cabrera (UOC), Pilar Iranzo (URV), Sabina Redondo (UOC), Mª Cinta Portillo (UB), Aleix Barrera (UAB), Carme Pinya (UIB), Charo Barrios (URV), Eloi Pineda (UPC), Ignacio Manuel Pelayo (UPC), Jordi Valero (UPC), Maria Ferrer (UIB), Maria Riera (UIB), Mª del Mar Duran (UAB), Mariona Grané (UB), Rosa Mª Mayordomo (UOC), Mª Rosa Rosselló (UIB), Pablo Buenestado (UPC) y Sebastià Verger (UIB)