Enhancing student feedback engagement: Implementing and evaluating three inclusive teaching strategies

Abstract

This paper documents the implementation of, and student feedback regarding, three teaching strategies to improve student feedback engagement employed over the past two academic years. First, cohort summaries of performance and feedforward in the form of prerecorded videos are released at the beginning of modules to new cohorts and repeatedly reshared, to improve students’ understanding of the assignment. Second, an assignment front sheet has been introduced to encourage a more active and reflective approach to assignments and an increased sense of dialogue with staff. The front sheet offers a diagnostic element before engaging learners with dialogic questions about their experiences of creating the piece of work. Finally, summative assessment feedback is delivered in audio form with the aim of encouraging better engagement and to create a more personalised culture. These strategies have been employed in four modules across two academic years, offering students feedback in inclusive ways to encourage a more active learning and student engagement with summative and formative feedback. Student survey and focus group data will be presented and discussed, sharing experiences of the above measures and reveals a broadly positive student experience. Cohort summary videos were found to sharpen student focus. Assignment front sheets were used as checklists or maps of the assessments, but also used to annotate or justify risk-taking or creativity. Finally, students reported that they largely enjoyed audio feedback, that it gave a more ‘human’ form of feedback, but that for some, particularly students with learning disabilities and differences, it could be challenging. The paper will discuss the above findings and provide lessons learnt and recommendations for other practitioners considering implementing similar strategies in their practice.