Short Case Study: Evaluation using procedural feedback


Context

Procedural feedback offers an opportunity to assess engagement levels with the learning methods as the course unfolds. This type of feedback will relate to the design of the study activities that you are asking students to perform online. For example, one element of the activity design may be for students to complete short progress reports at milestones during the course, which invite them to reflect on their engagement with the task & tools and their performance to date. This type of feedback will benefit student learning – supporting reflection on action – and will provide an evaluation trail for the performance of the online tasks through the production of individual or group reports on study progress.

Another approach is to use the class-based sessions of a blended course to make informal checks on student learning – reserving some time at the beginning or end of a class session to discuss progress and explore aspects of the online tasks – acknowledging the online learning that is taking place. A simple alternative is to ‘drop in’ on virtual study tasks, to get a feel for how a discussion or collaborative task is unfolding.

Case Study Overview

History and Theory of Criticism (English)

In preparation for the weekly seminar on this third year undergraduate module, students were asked to submit an individual report via the blog tool on the reading that they had completed for that week, articulating a view on a series of key texts which they would discuss in the seminar. The instructor reviewed the blog entries prior to the seminar as a way of understanding the range of reading that had been undertaken during the week, helping her to manage the seminar in a more effective way:

It really helped me to understand what they had gotten from the material (literature). I knew if the responses concentrated on a couple of texts – I knew what they liked and understood and it would help me prepare for the seminar.  It was a form of feedback – a feedback loop to the instructor. If they didn’t get something, I could plan and revise what to do with the seminar.” (Jane Elliott – course instructor)

Next Steps

Case study last updated: September 2012

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