{"id":8628,"date":"2018-07-31T12:05:58","date_gmt":"2018-07-31T12:05:58","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=8628"},"modified":"2018-07-31T12:08:57","modified_gmt":"2018-07-31T12:08:57","slug":"anyone-can-teach-series-part-4-verbal-feedback","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2018\/07\/31\/anyone-can-teach-series-part-4-verbal-feedback\/","title":{"rendered":"Anyone Can Teach Series- Part 4- Verbal Feedback."},"content":{"rendered":"

Welcome back to our \u201cAnyone Can Teach\u201d basic teaching ideas series. This week\u2019s advice comes from<\/p>\n

Dr Andrew Main. He is a Learning Impact Leader with CEL and local School Governor on behalf of BU.<\/p>\n

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Tip of the Day:<\/u><\/p>\n

When asked for his top teaching tip, he stressed the importance of using verbal feedback with students to accelerate learning.<\/p>\n

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He believes that verbal feedback is more personal and much quicker than written feedback.\u00a0 He also feels it is better liked by students because they hear the intonations of your voice (“quite good” can be said as high praise, or disappointment).<\/p>\n

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For him, the secret to success\u00a0is to start by saying “Hello <first name>, <opening clause>, I expect you would like to know where\u00a0the missing marks went.”\u00a0 That means you can talk to the student who got 20%, or 85% on the same basis.\u00a0 Then you can explain (or even ask them) what they can do to get more marks, which also frees you from being negative.\u00a0 You could refer to a copy of the BU generic assessment criteria as a point of reference.<\/p>\n

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His example is as follows: <opening clause> may be 90% “Super work!”, 80%\u00a0“Very well done”, 70% “Well done”, “60%\u00a0 “Pretty good”, “50% “It’s a fair piece of work”, 40% “I expect you knew it was not great”, 30% “I imagine you weren’t expecting a good\u00a0mark”, etc.<\/p>\n

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Don\u2019t forget you can record audio feedback within Brightspace (if you need help with this please contact the CEL team).<\/p>\n

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It might be appropriate to provide less feedback to students as they progress to their second and third year.\u00a0 Indeed this article supports that view:<\/p>\n

Zimbardi et al. (2017) Are they using my feedback?\u00a0 The extent of student\u2019s feedback use has a large impact on subsequent academic performance.\u00a0 Assessment and Evaluation in HE. 42 (4)<\/p>\n

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Image of the day:<\/u><\/p>\n

\"\"<\/a><\/p>\n

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More from this series:<\/p>\n

Anyone can teach series- 3. Be Prepared!<\/a><\/p><\/blockquote>\n