The text I read prior to workshop 5 explores current research into university assessment feedback and argues that more feedback is both problematic and too simplistic a solution and the conventional systems of feedback need to be reconsidered.
I initially struggled with the concept of formal feedback in my role as a specialist digital fabrication technician as it doesn’t specifically relate to my role, however after reading this text I realised I am constantly giving feedback, just in a different way. In the abstract the text asks regarding feedback: ‘And what do they do with it, once tutors have handed it back?’ (Brookes, 2008) As my interactions with students are primarily on a one-to-one basis or in small groups, the feedback I give is instantaneous, and specifically related to the project they’re working on in that moment in time. For example, a student could want to laser cut something but not know anything about the process, after helping them prepare the files the initial outcome might be simplistic but with chance to change and develop it over time. ‘Emphasis could more usefully be on developing independent student learning skills.’ (Brookes, 2008) This is something I believe is critically important, especially in a technical sense where independent learning is paramount to developing skills over time. I often help a student get started with a process and let them develop it independently for a while before checking on their process and letting them know if they have any specific questions in the mean time just to ask. I believe the independent time in-between moments of direct support is where their true understanding of the software can develop as they can play and make mistakes without being observed.
On group tutorials: ‘anxiety and feedback can adversely affect the feedback process.’ (Brookes, 2008) My approach is a lot more personal and I imagine reduces the performative anxiety a student would feel speaking to a larger group, as students aren’t put on the spot and I approach feedback as more of an ongoing discussion with questions about their project and how the materiality of what they’re making influences the outcome. This paper stressed the need for more on-on-one tutorials, which essesntially I’m doing on a regular basis. I suppose a downfall of this is it’s not possible to see every student and a lot of students on the Foundation course I’ll never actually see. This brings up the question of student accessibility and how to balance/prioritise students time. I find a situation often arises whereby I’ll see the same group of students quite regularly, one’s who are particularly interested in the digital fabrication process and these get more personalised feedback than students who are perhaps not as confident to access the area.
Bibliography
Brookes, K (2008) Could do better?: students’ critique of written feedback. Art/Design/Media Subject Centre, University of the West of England, Bristol.