Today I had research presentations from my students on the first year BA Fine Art.
My second case study was based on these presentations, and now this post will be the place where I will gather material and reflect on it to use in future presentations and to improve feedback given by me and by the students.
These presentations were an activity part of Formative Feedback which is “any information, process or activity which affords or accelerates student learning based on comments relating to either formative assessment or summative assessment activities”.
Researching on the HEA Feedback toolkit, I read about Feedback Strategies to help students understand feedback, Peer-Assessed Oral Presentations: A quick method to generate feedback for individual presentations in the biosciences, and I underlined ideas that I will use in my next presentations.
Going back to the research presentations, my approach of asking the students who were listening to the presentation to turn their comments into questions, in order to generate dialogue to the student who was presenting was good because the students talked. However, I feel this can be a very good exercise, in terms of giving clear feedback that is written.
I will keep the same structure but I will make different changes in the session that used pink pencil around.
Each student writes down:
something that the student was passionate about when talking about their presentation: to help you in this you can pay attention to facial expression and body language, as well as the presentation.
something that the student can improve: researching in a certain subject; taking risks with materials; reading;
Just immediately, in page 64, there is this session that I also find something extremely interesting.
The use of spoken feedback in the form of thinking aloud reading. I am not sure exactly in what context I would use it, this would obviously have to be discussed with the course leader, and perhaps they are already doing this in Y2 and Y3.
I am thinking that perhaps this could be included in one of the formative assessments: describing the works, the strengths and the things that can be improved. Asking questions that the works are suggesting. Even talking about things that the students haven’t considered, because one thing is their intentions, and other thing is the work once is materialised.
We already do this in one to one tutorials and group crits. And one of the students recently asked me if she could record our tutorial and I said yes. But most of the students don’t record the conversations. And This would be different because it would be “think aloud reading”.
And looking at the student response I would love to try this way of giving feedback to my students.