This paper examines the quality types of feedback provided by tutors in an Open Distance Learning (ODL) platform. The key focus of the paper is to understand pedagogical elements in the current tutor-learner feedback practices in an open and distance learning institution. Weaknesses and gaps in the current practices were identified through the types of feedback given by the tutors to the learners in the ODL environment. Data were gathered from a total of 980 tutor marked assignments (TMAs). Feedback provided in the TMAs comprised justifications for the grades in the marked assessments and motivational elements in the feedback. These were also analysed in terms of frequency, consistency, clarity of language, and length of feedback. The tutor feedback in this data set were organised into four categories. Category 1: Excellent and thorough feedback with added value information. Category 2: Average feedback with fair comments and supportive information. Category 3: Poor feedback with little suggestions for improvements. Category 4: No feedback/comments. The findings revealed a high degree of variability in the quality of the feedback provided among tutors. While majority of the tutors are in Category 2 and Category 3, the others varied in the wide spectrum of belonging in Category 1 and Category 4. This has significant repercussions on the effectiveness of the tutors’ learning support and ultimately the learners’ overall learning performance outcomes. Therefore this paper suggests interventionary steps to improve the quality of feedback among the tutors. This includes setting practical expectations for high quality learner support to help reduce the frequency of Category 3 and 4 feedback more towards Category 1.
Material type
Electronic
Notes
Paper presented at the 30th Annual Conference of the Asian Association of Open Universities (26-29 October 2016 : Manila, Philippines)
Improving the efficiency and quality of feedback for tutor-marked assignments
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ImprovingEfficiencyQuality_Feedback
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