International Handbook of Teaching and Learning in Health Promotion by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030960056
Publisher: Springer International Publishing

Critical reflection skills are thus embedded in our suite of courses, beginning in PUBH7034, and carried through understanding strengths-based health needs assessment in PUBH7035, and finally understanding the need to critically reflect on their own growth as learners in health promotion evaluation as part of assessment design in PUBH7036.

Feedback and Feedforward

Closely related to the concepts of authentic pedagogy and assessment is importance of using feedback to inform practice. Using feedback in multiple forms is a key graduate outcome (Winstone et al., 2020) and core professional competency in health promotion. For example, in using information obtained through needs assessments to inform programme planning, students act on feedback gained in programme evaluation to inform future iterations of practice. These are essential skills required by modern-day health promotion practitioners. Winstone and Boud (2020) believe that feedback should serve two purposes – to both check on understanding and to award a grade but additionally to provide useful information that students can use to improve future work. These authors state that “feedback is not about grade justification but forward-looking information that helps students further develop their work” (p. 3), sometimes referred to as “feedforward” (Conaghan & Lockey, 2009).

While there is consensus and strong evidence of effectiveness (Black & Wiliam, 1998, 2010; Hattie & Timperley, 2007) in the literature of the benefits of feedback that feeds forward to inform future work, there is also evidence that “only 60% of students access it. Even when accessed, many students do not apply the suggestions to future assignments making it, in effect, worthless for students and a waste of valuable time for academics” (Wolstencroft & De Main, 2021, p. 313).

To avoid unacknowledged and unseen feedback, and to effectively force students to engage and use feedback and feedforward, we have designed a series of nested assessments in PUBH7036. The Literature Review feeds into the evaluation plan that supports the student’s oral presentation or “pitch” to “executive panel”. All three are authentic assessments, and within the design, students are required to reflect on feedback given to develop insight and feedforward this insight and communicate their plan to incorporate their feedback into the next nested assessment. In this way students are invited to be part of the feedback process to extend and take control of their own learning, to make feedback a sustainable and dialogic learning activity (Carless, 2013, p.114). To support their reflective process, students are reminded that formative or “light” reflection engages past action in order to gain insight from it to apply to future practice. This process counts toward 10% of their overall mark for each assessment and is again guided by feedback from the markers.

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