PURPOSEFUL FEEDBACK: IMPROVING PRACTICES AMONG STAFF AND STUDENTS
Impact of research beyond academia
Impact may be categorised in three modes:
Primary
Observed from the deployment of the protocols resulted in significant improvements to attainment on the MEd (Professional Practice) over a prolonged period. As another consequence of the intervention, by making students “active collaborators” according to Kukulska-Hulme, A. (2012) in the teaching and learning process, by becoming co-creators of knowledge along with other students, teachers and education leaders as well as by engaging with project work and inquiry-based learning, satisfaction levels increased considerably as well as attainment levels. Reach also extends beyond the course and this university as the protocols used in this research project have been adopted by the Universities of Brighton; Birmingham City University; the Chinese University of Hong Kong, Aarhus University in Denmark and La Trobe University in Australia.
Secondary
The feedback protocol has been deployed nationally across Scotland for a range of external agencies, for example in Continuing Professional Development conducted for Education Scotland (2 sessions) as well as for the Scottish Qualifications Authority (4 National Development Seminars). CPD has also been delivered for Education Authorities (8) to support their teachers in providing more effective feedback.
Tertiary
The protocol is used in many schools to support pupils to improve their grades thus addressing the Scottish Government’s Attainment Challenge, for example in procedures deployed to ensure that feedback is translated into feedforward.