Almost regardless of the merit of this case, fabricating written feedback from verbal comments is a huge addition. I've been trying to sell my English and Humanities departments on comparative marking, and this is just a huge sticking point.
Depending on the ages of the students maybe the teachers should ask them what it is they like about written comments. Do the students like negatively critical comments or is it only the positive ones that are appreciated I wonder. I'd also be interested in whether writing comments on students work is mainly electronic i.e. the student has emailed the work in and the teacher is responding on screen. In theory this should be less demanding and time consuming as a teacher could have a stored bank of comment to cut and paste and modify. Though we're back to how is this helping the students. I'd be genuinely interested to know what the students found helpful about teachers' written comments.
I believe that the value and impact of a marking comment for celebration or correction is mostly enhanced by acting in the moment - a combo of verbal with examples and non examples and instruction on how to create - works best.
I like your example - likeness to that of a driving instructor.
I also believe that written is useful to log and have as guidance for future reference and reflection and when this forms part of a portfolio or journal of work - something to example the changes made over time.
For the student - the most important thing with post session marking - whether written or not - is the time and space to make sense of it and then work on necessary changes.
The teacher's ability to redesign to reteach relevant content is a must
The power of AI for the teacher - is to gather and present suggested changes by making sense of patterns in performance and those observed by more than one teacher - a collab of patterns
The really impactful thing about any marking - is in the attitude of the learner who receives and engages - so its relationships too that count
Students and teachers most likely won't have a deep relationship with AI. But they can respond to it - so comparative judgement can be a game changer for teachers - in accuracy and efficiency - and thank you for designing and making it. We need to continue to build trusted relationships with our students to set the conditions for your AI model to have its full impact
I guess that's a given.
I love the clarity of thinking you bring Daisy - thank you
Fascinating. Having left English teaching in the secondary sector, and moved into HE, I'm always thinking about how your analysis might apply/translate to universities. Obviously most HE courses are structured around a module based system. By the time a student completes an assessment and then receives feedback, the module is done. They may not encounter that assessor/seminar tutor again. The opportunity to give whole group feedback and then plan session that reinforces misunderstood content is limited.
One way this could be achieved is using AI to process all feedback given to students by assessors on a given module over, say, the past three years. This could then be used to shape and inform planning from the subsequent year. I think there could also be more communication between different modules, so feedback given in on a module in Term 1, for example, could be used to inform student learning in Term 2 etc.
Something I'm trying to introduce at my current institution is wider awareness of spaced learning. I'm struck by the number of graduates (including myself) who forget most of the content explored at university within months of leaving. How would most graduates perform if they were forced to retake their finals on year after leaving university? Not so well, I suspect. Maybe this doesn't matter. But it's interesting.
Almost regardless of the merit of this case, fabricating written feedback from verbal comments is a huge addition. I've been trying to sell my English and Humanities departments on comparative marking, and this is just a huge sticking point.
Depending on the ages of the students maybe the teachers should ask them what it is they like about written comments. Do the students like negatively critical comments or is it only the positive ones that are appreciated I wonder. I'd also be interested in whether writing comments on students work is mainly electronic i.e. the student has emailed the work in and the teacher is responding on screen. In theory this should be less demanding and time consuming as a teacher could have a stored bank of comment to cut and paste and modify. Though we're back to how is this helping the students. I'd be genuinely interested to know what the students found helpful about teachers' written comments.
I believe that the value and impact of a marking comment for celebration or correction is mostly enhanced by acting in the moment - a combo of verbal with examples and non examples and instruction on how to create - works best.
I like your example - likeness to that of a driving instructor.
I also believe that written is useful to log and have as guidance for future reference and reflection and when this forms part of a portfolio or journal of work - something to example the changes made over time.
For the student - the most important thing with post session marking - whether written or not - is the time and space to make sense of it and then work on necessary changes.
The teacher's ability to redesign to reteach relevant content is a must
The power of AI for the teacher - is to gather and present suggested changes by making sense of patterns in performance and those observed by more than one teacher - a collab of patterns
The really impactful thing about any marking - is in the attitude of the learner who receives and engages - so its relationships too that count
Students and teachers most likely won't have a deep relationship with AI. But they can respond to it - so comparative judgement can be a game changer for teachers - in accuracy and efficiency - and thank you for designing and making it. We need to continue to build trusted relationships with our students to set the conditions for your AI model to have its full impact
I guess that's a given.
I love the clarity of thinking you bring Daisy - thank you
Fascinating. Having left English teaching in the secondary sector, and moved into HE, I'm always thinking about how your analysis might apply/translate to universities. Obviously most HE courses are structured around a module based system. By the time a student completes an assessment and then receives feedback, the module is done. They may not encounter that assessor/seminar tutor again. The opportunity to give whole group feedback and then plan session that reinforces misunderstood content is limited.
One way this could be achieved is using AI to process all feedback given to students by assessors on a given module over, say, the past three years. This could then be used to shape and inform planning from the subsequent year. I think there could also be more communication between different modules, so feedback given in on a module in Term 1, for example, could be used to inform student learning in Term 2 etc.
Something I'm trying to introduce at my current institution is wider awareness of spaced learning. I'm struck by the number of graduates (including myself) who forget most of the content explored at university within months of leaving. How would most graduates perform if they were forced to retake their finals on year after leaving university? Not so well, I suspect. Maybe this doesn't matter. But it's interesting.