Abstract below..
In
2007 Glyndŵr University’s pre-registration nursing course attrition rate was
21% the highest in Wales. By 2010 this had fallen to 13%. The pre-registration department now has the
highest retention rate in Wales. Feedforward
was developed to improve student retention following the principles
outlined in What works? student retention
and success programme (Thomas 2012).
It was designed by consulting with students who stated their anxiety was
highest at the start of the course and peaked prior to submitting their first written
assignment. Students expressed anxiety about working at ‘the right level’ and
they requested particular help to be targeted before submitting their first
level 4 assessment.
The
underpinning philosophy for Feedforward
was that in order to prepare students to stay and succeed on the course
students needed to understand the importance of feedback to successful learning
from day one (Burke, 2011).
Students were given the assignment brief and required to submit a draft
within 5 days then offered formative
written feedback (as Feedforward)
five days after handing in their draft. Feedforward
advised learners on improving their work
The
entire project was completed prior to their first summative submission the term
Feedforward rather than feedback was
used. The project was proactive involving students making
use of a structured timeline to submit their first draft. Feedforward required a strict timeline as students needed
sufficient time to be able to reflect upon and act on any suggestions to
improve their work (Higgins 2000). The
timing of the project also provided the tutor with an ideal opportunity to
signpost students towards relevant support services if their work suggested
this was required. Now the pre-registration nursing department aim to protect
the high retention rates. More
importantly is the element of student success Students can see through engaging
with feedback that most can improve their projected grade to an actual grade
between 5 to 10 % higher.
To see a video recording
about Feedforward please follow this
link http://www.vimeo.com/colinheron/peggy
Reference List
Burke, D. (2011), ‘“Now I've got the feedback, what do I do with it?” Strategies for
Students to Get More Out of Tutor Feedback.’ Practice and Evidence of
Scholarship of Teaching and Learning in Higher Education Vol6, No. 1 April
2011 pp43-60.
Higgins, R. (2000), “Be more critical!”: Rethinking Assessment
Feedback paper presented at the British Educational Research Association
Conference, Cardiff University, September 7-10 2000.
Thomas, L.
(2012), Building student engagement and
belonging in Higher Education at a time of change: final report from the What
Works? Student Retention & Success programme. London: HE Academy Action on
Access HEFCE & Paul Hamlyn Foundation
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