This study presents a small scale study, which focuses on the impact of “Formative Feedback First” a collaborative intervention made on a final year module undertaken by all one year “top up” students.  The majority of these students are international, many of whom are not only new to the university but also to the country. The “Formative Feedback First” intervention is twofold in nature, the initial stage is to provide formative feedback on a 600-800 word proposal supported by a minimum of three journals / authoritative sources; the second stage is to capture the student’s reflection on the intervention via the use of Gibbs (1988) reflective cycle. This intervention is regarded as low risk as the proposal is not formally marked but timely feedback is provided via the use of a “Formative Feedback First” matrix which has been specifically developed for this purpose. The matrix consists of indicative degree classifications, across four criteria which are knowledge and understanding, theory and practice recognition, use of resources and references and presentation, structure and language. The written feedback is to be returned to the student during a one to one tutorial which will permit verbal clarification of points raised and questions to be raised by both parties. It is anticipated that the intervention will provide the opportunity to give formative feedback in a low risk setting prior to any summative feedback. This aims to give the international students the chance to develop the necessary skills and culturally adjust, i.e. close any gap (Sadler, 1989) between their actual performance and that of a desired standard, in time before the assessments are done in a high risk setting

Burns, Caroline

Foo, Martin

English

Northumbria University Research Portal

Feedback First – does it really work for International Students? Lessons learned from the student and lecturer perspectiveCaroline Burns, ASk International, English Language CentreMartin Foo, Accounting & Finance, Newcastle Business SchoolOur backgrounds• Academic Skills International (Ask)• The role of ASk within Newcastle Business School• Accounting, previously subject driven classes• The role of the NX315 module (30 credits) • Joint interest in moving towards embedding academic literacy into core modulesThe Professional Development Project• Level 6 core module• Part A: Who am I as a Learner?• Part B: Literature Review• Mainly internationals students• Direct entry on top-up degrees• Large cohort and large teaching team• Regular contact in learning setsOur previous research• Students have relatively little experience of independent research and extended writing• Students leave Part B until semester 2, and have difficulty developing  research objectives• More generally, students don‟t receive any feedback until semester 2• If this is negative, it can have a significant impact on their grades and motivation Theoretical framework• Black and Wiliam (2000) take a constructivist approach to learning (Vygotsky, 1962; Bruner,1986;1990) seeing students not as receptacles for transmitted information, but active makers and mediators of meaning within particular learning contexts.• This is supported by Biggs (1999) who argues that meaning is constructed through learning activities. Curricula, assessment procedures and teaching methods must be aligned so that learning outcomes relate to higher order cognitive thinking. Formative feedback  is an essential part of this process; it provides essential information to both student and tutor... it checks student‟s progress, and provides a means by which they can learn. (adapted from Higgins, Hartley and Skelton, 2002)Rationale for the FFF intervention• To reduce the risk they perceive when they have their first semester assignments all at once: to use a common analogy, when all their eggs are placed in one basket.To benefit from feedback• The learner has to:▫ possess a concept of the standard (or goal, or relevance level) being aimed for▫ compare the actual (or current ) level of performance with the standard, and▫ engage in appropriate action which leads to some closure of the gapSadler (1989:121) Objectives:• To improve the quality of Part B of the Professional project • For teachers, to identify where earlier academic skills support is required.  • To promote earlier transfer of academic skills to other modules.• To increase students‟ confidenceTimeline• Week 8 hand in 600-800 word proposal• Week 9-10, tutors give feedback via matrix• A dialogue is held with students during workshop time to discuss the feedback and how the work can be improved• Gibbs reflective cycle (1988) is used to assess students‟ understanding of the feedback and how it is acted upon• Questionnaire to establish actions takenFFF matrix - extractClass Knowledge and understandingTheory and practice recognitionUse of resources and referencePresentation, structure and languageLowerSecond(50-59)Sound comprehension of topic. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualise, and/or apply theory is slightly limited.Sound evidence of critical thinking as applied to theory /practice links.Sound use of a range of academic resources, although some may be less relevant. Few referencing errorsAlthough it may be patchy in places, on the whole the structure and flow of work is appropriate. Some grammatical and spelling errors but do not adversely affect the meaning of the work. Adequate use of vocabulary and style.Criticisms of earlier studies – use of grades?• “Moreover, evidence from several studies that investigated  the effect of differentiated  feedback on learning suggests that  using grades to improve learning is simply not effective.” Lipnevich & Smith(2009:349)• It depends on how feedback is given:  praising effort and strategic behaviours and focussing on learning goals can increase motivation. (Butler, 1988)• Offering feedback on draft submissions is suggested by• Nichol and MacFarlane Dick, Findings from students perspective• Responses for the students‟ initial feelings (on the day) indicated most were happy:▫ “...upset and nervous...” ▫ “...shocked my proposal was evaluated so low...” ▫ “...quite good but not as good as expectations...”▫ “...glad, higher than expected...earlier worried...now relieved...”Findings from students perspective..• Responses for the students‟ evaluation after 2-3 days suggest that the feedback was helpful:• “It was good... to remind me the mistakes in reference. I cannot correct myself without... feedback”• “I need to improve my analysis deeper as well as my structure.” • “It’s good in terms of point out the range of that my work is in and where to improve for higher marks.”Findings from students perspective...• Responses for the students‟ analysis beyond 2-3 days :▫ “I should enrich the theoretical framework.”▫ “What I put into, what I can get out”▫ “I have good referencing but it is not enough. I should get more journals related to topic.”▫ “As an overseas student, pay attention to the grammar.”▫ “I’ve learnt to use sound literature in order to support my arguments.”Findings from students perspective....• Responses for the students‟ actions beyond 2-3 days :• “Finding more journals to support...my analysis.”• ...reference my work correctly and better...”• “...practice in grammar and spelling...improve my reading and writing skill.”• “...put more effort to research and evaluate the theories and models to find the best and most suitable.”FindingsThe majority felt that ASk had prepared them well or very well for the proposal. But, most of the feedback focussed on developing academic skills rather than subject knowledge (see wordles)▫ Use of resources and references▫ Presentation, structure and language• This highlights the importance of embedding ASk within this module.• What was the average grade??Findings on written & verbal comments• written comments ▫ 19 (38%) useful, 16 (32%), v.useful, 8(16%) extremely useful• verbal comments ▫ 12 (24%) useful, 22 (44%), v.useful, 8(16%) extremely useful▫ Confirms research suggesting international students prefer stronger relationship with the tutorFFF Q8 analysisFFF Q9 analysisConclusion: Does it work?• According to Gibbs and Simpson‟s 10 conditions under which assessment supports learning:• Yes: Our feedback is timely, appropriate to the assignment, appropriate to student conceptions of the task (and of learning) • It is received and attended to, and (is likely to have been) acted upon.• It provided useful information to students and teachers.References• Bennett, R. E. (2011) “Formative assessment: a critical review” Assessment in Education,18,1, pp5-25• Black, P. & Wiliam, D. (1998) „Assessment and classroom learning.‟, Assessment in Education,5,1, pp7-74• Conaghan, P & Lockey, A. (2009) „Feedback to feedforward: A positive approach to improving candidate success‟ Notfall + Rettungsmedizin Suppl 2, pp45-48• Cranmer, S. (2006) 'Enhancing graduate employability: best intentions and mixed outcomes', Studies in Higher Education, 31 (2), pp. 169-184.References..• Duncan, N. (2007) „Feed-forward" : improving students' use of tutors' comments„ Assessment & Evaluation in Higher Education 32 (3), pp271-283• Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit• Gibbs,G. & Simpson, C. (2004) Conditions Under Which Assessment Supports Students‟ Learning‟,Learning and Teaching in Higher Education, 1,pp3-31• Higgins, R. Hartley, P. And Skelton, A. The Conscientious Consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, Vol.27, No.1, pp53-64.• Irons, A. (2008) Enhancing learning through Formative Feedback and Assessment RoutledgeReferences...• Kember, D. (2000) Action Learning and Action Research. Kogan Page.• Lucey,T. (2005) Management Information Systems 9th edn. CengageLearning EMEA• Lipnevich, A.& Smith, J.K. (2009)"I really need feedback to learn": students' perspectives on the effectiveness of the differential feedback messages. Educational  Assessment, Evaluation and Accountablity 21, pp347-367 • McDowell, L., Sambell, K., Bazin, V., Penlington,R., Wakelin, D., Wickes, H. And Smailes, J. (2005) „Assessment for learning: current practice exemplars from the cenntre for excellence in teaching and learning‟, Northumbria University Red Guides, Series 11, Paper 17References....• McMillan, W. J. (2010) 'Your thrust is to understand" - how academicallly successful students learn', Teaching in Higher Education, 15 (1), pp. 1-13.•• McNiff, J., Lomax, P. & Whitehead, J. (2003) You and Your Action Research Project. 2nd edn. Routledge.• Norton, L. S. (2009) Action Research in Teaching and Learning. Routledge.• Sadler, D, R. (1998) „Formative assessment and the design of instructional systems.‟ Instructional Science, 18, pp119-144

Assessment for learning: current practice exemplars from the cenntre for excellence in teaching and learning‟, Northumbria University Red Guides, Series 11, Paper 17References....

Enhancing learning through Formative Feedback and Assessment RoutledgeReferences...

Feed-forward&quot; : improving students' use of tutors' comments„ Assessment & Evaluation in

Formative assessment and the design of instructional systems.‟

Formative assessment: a critical review” Assessment in Education,18,1,

Management Information Systems 9th edn. Cengage Learning EMEA

You and Your Action Research Project. 2nd edn.

Formative Feedback First – does it really work for International Students?

Northumbria Research Link

Northumbria Research Link
Citation: Foo, Martin and Burns, Caroline (2011) Formative Feedback First – does it really work for 
International Students? In: North East Universities (3 Rivers Consortium) 2011 Regional Learning and 
Teaching Conference, 12 April 2011, Northumbria University, Newcastle upon Tyne. 
URL:  http://www.northumbria.ac.uk/sd/central/ar/lteia/l... 
<http://www.northumbria.ac.uk/sd/central/ar/lteia/ltaconf/regionalconf2011/>
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Feedback First – does it really 
work for International Students? 
Lessons learned from the student 
and lecturer perspective
Caroline Burns, ASk International, 
English Language Centre
Martin Foo, Accounting & 
Finance, Newcastle Business 
School
Our backgrounds
• Academic Skills International (Ask)
• The role of ASk within Newcastle Business 
School
• Accounting, previously subject driven classes
• The role of the NX315 module (30 credits) 
• Joint interest in moving towards embedding 
academic literacy into core modules
The Professional Development 
Project
• Level 6 core module
• Part A: Who am I as a Learner?
• Part B: Literature Review
• Mainly internationals students
• Direct entry on top-up degrees
• Large cohort and large teaching team
• Regular contact in learning sets
Our previous research
• Students have relatively little experience of 
independent research and extended writing
• Students leave Part B until semester 2, and have 
difficulty developing  research objectives
• More generally, students don‟t receive any 
feedback until semester 2
• If this is negative, it can have a significant 
impact on their grades and motivation 
Theoretical framework
• Black and Wiliam (2000) take a constructivist approach to learning 
(Vygotsky, 1962; Bruner,1986;1990) seeing students not as 
receptacles for transmitted information, but active makers and 
mediators of meaning within particular learning contexts.
• This is supported by Biggs (1999) who argues that meaning is 
constructed through learning activities. Curricula, assessment 
procedures and teaching methods must be aligned so that learning 
outcomes relate to higher order cognitive thinking. Formative 
feedback  is an essential part of this process; it provides essential 
information to both student and tutor... it checks student‟s progress, 
and provides a means by which they can learn. 
(adapted from Higgins, Hartley and Skelton, 2002)
Rationale for the FFF intervention
• To reduce the risk they perceive when they have 
their first semester assignments all at once: to 
use a common analogy, when all their eggs are 
placed in one basket.
To benefit from feedback
• The learner has to:
▫ possess a concept of the standard (or goal, or 
relevance level) being aimed for
▫ compare the actual (or current ) level of 
performance with the standard, and
▫ engage in appropriate action which leads to 
some closure of the gap
Sadler (1989:121) 
Objectives:
• To improve the quality of Part B of the 
Professional project 
• For teachers, to identify where earlier academic 
skills support is required.  
• To promote earlier transfer of academic skills to 
other modules.
• To increase students‟ confidence
Timeline
• Week 8 hand in 600-800 word proposal
• Week 9-10, tutors give feedback via matrix
• A dialogue is held with students during 
workshop time to discuss the feedback and how 
the work can be improved
• Gibbs reflective cycle (1988) is used to assess 
students‟ understanding of the feedback and 
how it is acted upon
• Questionnaire to establish actions taken
FFF matrix - extract
Class Knowledge 
and 
understanding
Theory and 
practice 
recognition
Use of 
resources and 
reference
Presentation, 
structure and 
language
Lower
Second
(50-59)
Sound 
comprehension of 
topic. Awareness 
of concepts and 
critical 
appreciation are 
apparent, but the 
ability to 
conceptualise, 
and/or apply 
theory is slightly 
limited.
Sound evidence of 
critical thinking as 
applied to theory 
/practice links.
Sound use of a 
range of academic 
resources, 
although some 
may be less 
relevant. Few 
referencing errors
Although it may be 
patchy in places, 
on the whole the 
structure and flow 
of work is 
appropriate. Some 
grammatical and 
spelling errors but 
do not adversely 
affect the meaning 
of the work. 
Adequate use of 
vocabulary and 
style.
Criticisms of earlier studies – use of 
grades?
• “Moreover, evidence from 
several studies that 
investigated  the effect of 
differentiated  feedback on 
learning suggests that  using 
grades to improve learning is 
simply not effective.” 
Lipnevich & 
Smith(2009:349)
• It depends on how feedback is 
given:  praising effort and 
strategic behaviours and 
focussing on learning goals 
can increase motivation. 
(Butler, 1988)
• Offering feedback on draft 
submissions is suggested by
• Nichol and MacFarlane Dick, 
Findings from students perspective
• Responses for the students‟ initial feelings 
(on the day) indicated most were happy:
▫ “...upset and nervous...” 
▫ “...shocked my proposal was evaluated so low...” 
▫ “...quite good but not as good as expectations...”
▫ “...glad, higher than expected...earlier 
worried...now relieved...”
Findings from students perspective..
• Responses for the students‟ evaluation after 2-3 
days suggest that the feedback was helpful:
• “It was good... to remind me the mistakes in 
reference. I cannot correct myself without... 
feedback”
• “I need to improve my analysis deeper as well as 
my structure.” 
• “It’s good in terms of point out the range of that my 
work is in and where to improve for higher marks.”
Findings from students perspective...
• Responses for the students‟ analysis beyond 2-3 
days :
▫ “I should enrich the theoretical framework.”
▫ “What I put into, what I can get out”
▫ “I have good referencing but it is not enough. I should 
get more journals related to topic.”
▫ “As an overseas student, pay attention to the 
grammar.”
▫ “I’ve learnt to use sound literature in order to support 
my arguments.”
Findings from students perspective....
• Responses for the students‟ actions beyond 2-3 
days :
• “Finding more journals to support...my analysis.”
• ...reference my work correctly and better...”
• “...practice in grammar and spelling...improve my 
reading and writing skill.”
• “...put more effort to research and evaluate the 
theories and models to find the best and most 
suitable.”
Findings
The majority felt that ASk had prepared them well 
or very well for the proposal. But, most of the 
feedback focussed on developing academic skills 
rather than subject knowledge (see wordles)
▫ Use of resources and references
▫ Presentation, structure and language
• This highlights the importance of embedding 
ASk within this module.
• What was the average grade??
Findings on written & verbal 
comments
• written comments 
▫ 19 (38%) useful, 16 (32%), v.useful, 8(16%) 
extremely useful
• verbal comments 
▫ 12 (24%) useful, 22 (44%), v.useful, 8(16%) 
extremely useful
▫ Confirms research suggesting international 
students prefer stronger relationship with the 
tutor
FFF Q8 analysis
FFF Q9 analysis
Conclusion: Does it work?
• According to Gibbs and Simpson‟s 10 conditions 
under which assessment supports learning:
• Yes: Our feedback is timely, appropriate to the 
assignment, appropriate to student conceptions 
of the task (and of learning) 
• It is received and attended to, and (is likely to 
have been) acted upon.
• It provided useful information to students and 
teachers.
References
• Bennett, R. E. (2011) “Formative assessment: a critical review” 
Assessment in Education,18,1, pp5-25
• Black, P. & Wiliam, D. (1998) „Assessment and classroom learning.‟, 
Assessment in Education,5,1, pp7-74
• Conaghan, P & Lockey, A. (2009) „Feedback to feedforward: A 
positive approach to improving candidate success‟ Notfall + 
Rettungsmedizin Suppl 2, pp45-48
• Cranmer, S. (2006) 'Enhancing graduate employability: best 
intentions and mixed outcomes', Studies in Higher Education, 31 
(2), pp. 169-184.
References..
• Duncan, N. (2007) „Feed-forward" : improving students' use of tutors' 
comments„ Assessment & Evaluation in Higher Education 32 (3), pp271-
283
• Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning 
Methods. London: Further Education Unit
• Gibbs,G. & Simpson, C. (2004) Conditions Under Which Assessment 
Supports Students‟ Learning‟,Learning and Teaching in Higher Education, 
1,pp3-31
• Higgins, R. Hartley, P. And Skelton, A. The Conscientious Consumer: 
reconsidering the role of assessment feedback in student learning. Studies 
in Higher Education, Vol.27, No.1, pp53-64.
• Irons, A. (2008) Enhancing learning through Formative Feedback and 
Assessment Routledge
References...
• Kember, D. (2000) Action Learning and Action Research. Kogan Page.
• Lucey,T. (2005) Management Information Systems 9th edn. Cengage
Learning EMEA
• Lipnevich, A.& Smith, J.K. (2009)"I really need feedback to learn": students' 
perspectives on the effectiveness of the differential feedback messages. 
Educational  Assessment, Evaluation and Accountablity 21, pp347-367 
• McDowell, L., Sambell, K., Bazin, V., Penlington,R., Wakelin, D., Wickes, H. 
And Smailes, J. (2005) „Assessment for learning: current practice exemplars 
from the cenntre for excellence in teaching and learning‟, Northumbria 
University Red Guides, Series 11, Paper 17
References....
• McMillan, W. J. (2010) 'Your thrust is to understand" - how 
academicallly successful students learn', Teaching in Higher 
Education, 15 (1), pp. 1-13.
•
• McNiff, J., Lomax, P. & Whitehead, J. (2003) You and Your Action 
Research Project. 2nd edn. Routledge.
• Norton, L. S. (2009) Action Research in Teaching and Learning. 
Routledge.
• Sadler, D, R. (1998) „Formative assessment and the design of 
instructional systems.‟ Instructional Science, 18, pp119-144


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Formative Feedback First – does it really work for International Students?

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