Feedback process for group work

This post follows on from examples in my flexible learning course regarding the Conference and Events paper I teach in the Diploma of Travel and Tourism.  I am just in the process of evaluating, marking and providing feedback to the class.  They formed 2 groups and I have been deliberating how to offer feedback as a group and individually.

The course;

• Work on a theoretical 3 day conference and submit a portfolio and presentation
• Design, plan and work on a themed dinner
• Produce a blog which tracks their progress
• Collaborate in a group to produce the end result.
• Produce a reflection of the process based on these questions;

Write a paragraph reflecting on how well your team/you performed (critical group/self reflection) e.g. what you did well, what you could have done better, what you found difficult, what was easy.  How well did you as a team problem solve in an effort to deal with difficult issues.  

These reflections were sent to me via email and will form the basis of my individual feedback to them.

I intend to meet with each group and offer verbal feedback on their portfolios.  Then I will provide individual feedback via email and provide information on any re-sits for those students that have not put enough team effort into the group work.

There is plenty of evidence to show which students did not contribute effectively to the group and there is opportunity for them to submit further work.  So far these new processes have worked and the students feel that the process has been fair and equal.  This has been possible by the fact that there are only 10 students in the class, I will have to re-think this process if the class size increased dramatically.

What feedback models or processes do you prefer?Question 2 for assessment 3

What feedback models or processes do you prefer?

I read and connected immediately with the I.C.E. model (FostatyYoung & Robert J. wilson 2000) for assessing and thought of how it had similarities with Kolb's (1984) cycle of Adult learning. See my earlier post, Link to activity Eight.  His suggestion is that there are 4 stages to learning which link in a circle.
Concrete experience - reflection - abstract conceptualisation - active experimentation - and back again.
If this is a basic concept of how a person learns, then having an assessment model that aligns closely with this cycle e.g; formulating ideas or facts - making connections - and applying it (I.C.E.), follows the learning patterns and behaviours of adults , in theory should have a process of growth and deeper learning.  If the assessment type aligns and matches the learning outcomes then the process of feedback is an important component of the procedure.  Matching the type of feedback given and at the appropriate time would be important factors to consider.

Much of the facilitating I do is practical based and I assess by observing an interaction or activity.  I find the best process of feedback in these situations is an immediate verbal, one on one interaction.  Hattie & Timperley's (2007)  table would show this as feedback at Task level, correcting at a surface level.
One of the techniques I use I learnt from a colleague who has an outdoor education background and finds this useful to feedback in the first instance and then to encourage the learner to use it to self monitor their progress as they develop the skill(s).  By encouraging the learner to use this process themselves this would help with their deeper learning. (Self regulating).

• Start - I would like to see you start doing........
• Stop - I would like to see you stop doing......
• Keep - I would like to see you keep doing.......

( Similar to Start,Stop,Continue)

Another form of feedback I use which has a reflective component to it is in a similar vein to the previous example;

• What ( What did you do?  How was your performance?)  Task
• So what ( What does it mean?)  Process level
• Now what ( How can this be improved? what can you do differently?) Self regulating

Adventure Education, Miles & Priest (1990)

Why is feedback important?

It is an important part of the learning process, gaining effective feedback helps the learner to reflect on the experience and improve next time.  If there is no feedback then there would be no opportunity for self regulation or awareness of where improvements/changes/adaptions where needed and change would not happen.

What are the challenges or issues with assessment feedback?

1. Often difficult to give feedback in a timely manner, particularly if it is verbal, if not given at the right time then the moment is lost
2. It is easy to be too general with feedback, 'great job' doesn't really offer any real information for improvement 
3. It can be hard to get the right mix of positive and negative feedback without being too nice or too harsh
4. 'By being honest and straightforward, and by offering balanced feedback, the people you influence can build skills and confidence at the same time. ' Gail Anderson Giving and receiving feedback

How do you balance how much feedback to give?

This is difficult to do especially if there are big classes and many practical activities. There must be an effective feedback process that is easily adaptable and straightforward.   One that can be used to produce a consistent outcome for the learner.

Evaluation of an existing course assessment

The assessment I have decided to concentrate on forms one of twelve small evaluations within the Hospitality Operations course in the Certificate in Applied Travel and Tourism.  A one year, level three programme with minimum level 2 NCEA and an interview prior to entry.

1st Semester (All papers)
Day in the life of a Tourist
Day in the life of a Conference coordinator
Day in the life of a Travel agent
Day in the life of a Tour guide

2nd Semester (Choose 2)
Hospitality Operations
Travel agency
Tour guide
Each paper must gain a pass mark in order to obtain the Certificate in Travel and Tourism.

The paper is an introduction to the Hospitality Industry with an emphasis on Front Office and Reservation roles.  The students have access to the course outline, information, activities and assessments through Wiki educator http://wikieducator.org/Hospitality_Operations and a computerised virtual Hotel reservation system.  This system enables them to check customers into a hotel, add expenses to their account and check them out, this is assessed by providing role play opportunities, written assessments and a virtual hotel closed book evaluation.

A brief outline of all the assessments within this paper;

• Unusual Hotels (presentation)
• Impacts of mass Tourism (case study)
• Hotel packages (presentation)
• Hotel reservation/cancellation policies (word processed)
• Reception Theory assignment (word processed)
• Telephone reservations (role play)
• Checking guests into the hotel (role play)
• Checking guests out of the hotel (role play)
• Business correspondence (word processed)
• Alcoholic beverages (practical/closed book written assessment)
• Virtual hotel assessment (closed book computer assessment)

Grading; The course is set up in a logical, sequential manner so that there is rich learning on the way and there are opportunities to build on and reinforce their learning opportunities at different stages.  As the emphasis is on building on what they have just learnt rather than the final outcome the grading is pass or not passed.  

( Having said that, with the move towards statistical outcomes and lecturer accountability, I do struggle with the ethics of pushing students through at the last minute just to catch them up, how much learning has been done along the way for them? )

My focus for this topic is the 3rd assessment in the group namely, Hotel packages.  The students are required to do some background research, collect evidence and explain their own hotel package in the form of a presentation.

 http://wikieducator.org/Hospitality_Operations/Activities/Packages

 What is the purpose of this assessment?

Good question as often I think to myself, I know what I want to achieve but does this actually do it?

The aim of this assessment is twofold and hopes to provide an opportunity for the students to do some

research and to start to create an awareness of where and how these packages are advertised.

Secondly, to create their own package and present it in such a way as to sell the dream to their audience.

I see this assessment as a fair way to test their 'understanding by explaining their ideas and concepts'

(Bloom's revised Taxonomy;2001)which, with the appropriate level of feedback will provide
opportunities for the students to 'apply their understanding in another familiar situation'. (Bloom, 2001).

Does this happen?
In general, the quality of the presentations is very high and the students really enjoy producing
their own package, however some do find that doing a presentation and having it marked at the
time quite stressful, I think this is an area for improvement.  I would like to create a clear feedback
form to be used during the presentation so that guidance can be given one on one rather than in the group.
To extend this further I would like to design a simple peer feedback form for the other students to use 
during the presentation, which may help to focus their attention while their colleague is speaking.

How does it enhance students' learning?

I think the concept of this assessment helps to enhance the students learning if adequate research

is done and adequate exploration of hotel packages is pursued. The assessment is relevant

in helping the students to understand why packages are produced, the importance of

creating a sales concept to actively promote the hotel during the slower months/periods.

Formative feedback is given directly after the presentation, I may need to work on my technique

for this after Bronwyn's workshop on Friday!

How effectively does it measure student's learning outcomes?

This is where I feel I need to do some work on revising the assessment. The concept is good but the way

the assessment is laid out and the wording needs work. I do not think it is very easy to understand and

it needs to align with the learning outcomes more closely. The marking sheet needs to offer a better

guideline for the students in its layout and design.

Example of marking sheet;

http://www.scribd.com/doc/104841431/Marking-Sheet-Hotel-Packages

I think that the assessment has a reasonably good basic structure but the instructions are not clear
and the marking criteria is not accurate enough to enable feedback to be given in an easy, clear and
transparent manner.  There is confusion with what is required for the other questions in the assessment
and work handed in has sections missing and has to be handed back for re-sits.  This is time consuming
and unproductive.