Visual feedback tools

Employing diagramming to enhance self-reflective and evaluative capabilities

What I did

From 2019 to 2022, I incorporated diagramming exercises into a feedback strategy to enhance student assessment and feedback literacy. By transforming feedback from a monologue into a dialogue (Nicol, 2010), my goal was to encourage students to actively engage with feedback and incorporate it into their learning and improve their attainment (K5).

To achieve this, I analysed student processes and reflected on them to pinpoint common challenges or 'bottlenecks' in student learning (Middendorf and Pace, 2004). Subsequently, I created a series of reflective diagramming exercises to help students navigate these challenges. These exercises structured both the students' pre-tutorial reflections and feedback discussions with tutors.

Diagrammatic elicitation is a qualitative research method that aims to understand perspectives, experiences, and knowledge through the creation and analysis of diagrams (Umoquit et al. 2013). I chose this method because it aligns well with disciplinary methods of image making. Conversation plays a key role in this process, helping to clarify, expand, and explore the meanings and assumptions behind the diagrams. I wanted to see how this could foster genuine meaning-making in feedback processes (Barnett & Coates, 2005, Esterhazy et al 2017).

Example diagram: Understanding Assessment Criteria

From my experience, students often find it challenging to understand the relationship between learning outcomes, assessment criteria, and practice. At UAL, we use institution-wide assessment criteria to harmonise learning outcomes across the organisation. Although they create a uniform experience, they often require thoughtful translation for students to ensure they are meaningful, authentic, and foster the development of disciplinary knowledge and practice (Barnett and Coates 2005) (K1, K3, K5). The exercise below was created to develop students understanding of the assessment criteria. It was used in regular feedback sessions throughout the unit to facilitate discussions about students' confidence and progress (A1, A2, A4).

Why I did it

In the 2019/20 academic year, the units in the course were reduced from three to two to comply with a university-wide framework. This change was challenging for students who were either new to UK Higher Education (UKHE) or the particular discipline, with many students falling into one or both of these categories. The three-unit structure had provided a clear progression, but the two-unit system made each unit count for 50% of the final classification. An analysis of course attainment data revealed a decline in the percentage of A/B grades between Units 1 and 2. In response, I developed a more structured approach to support students transitioning from Unit 1 to Unit 2. This involved providing clear, consistent feedback that aligned with the assessment criteria (K5).

Impact

Analysis of student reflection showed that the diagramming process provided important intrinsic feedback. It made their thinking and processes visible (Laurillard, 2012; Nicol & McCallum, 2022) and improved their self-evaluation abilities.

As the unit progressed, I found that my ability to self-evaluate improved greatly. The diagramming helped me realize which aspects I needed support with. Then, through the feedback discussions, I was better able to understand my strengths and weaknesses and refine my work for assessment.

— Learner feedback

The diagrams also facilitated dialogue between students and tutors (A4). By reflecting before tutorials, students were able to engage more effectively in their feedback sessions.

By reflecting on myself in this way, I’m more aware of my learning progress. I’m also able to make better decisions and articulate the reasons for those decisions to my tutors.

— Learner feedback

Evaluation

In order to evaluate the strategy, I collaborated with the course teaching team to record indicative grades at each feedback session. This was visually tracked. I used this data to collaborate with staff to modify weekly teaching to address emerging issues. For instance, I regularly communicated with Nigel, the Language Development Tutor for the course, to discuss challenges and align weekly Development classes to better support the students.

My experience of working with Laura has provided a benchmark that I aim for with all my other courses. Laura's effective and inclusive approach meant that the students were able to benefit from the wider support team (e.g. Language Development) and perform to their optimum potential, despite having English as an additional language. The effectiveness of our collaboration, as evidenced by high regular attendance in Language development classes, has influenced the way I now work with other CLs and has enabled me to achieve similarly effective results elsewhere.

— Nigel Crossingham, Language Development Tutor, UAL

Additionally, I utilised unit attainment data for year-on-year comparisons. The data below demonstrates the grade trend in 2020/1, the year prior to the strategy implementation, highlighting a decrease in A/B grades between units. The 2021/2 data indicates a positive increase in A/B grades. Although these represent different cohorts and years, they underscore the positive impact of the feedback literacy interventions on attainment across units.

Impact beyond teaching

This strategy has been shared with colleagues across the university.

I have shared Laura’s work many times with colleagues across the university. The approach builds students confidence, agency, and literacy in the feedback process, providing a structured, transparent process that uses creative visualisation. A lot of the discussions I have with colleagues around equitable assessment is focused on shifting the emphasis away from summative, everything-to-lose assessment, to formative, gradual, dialogic, compassionate assessment that centres students’ agency, understanding and empowerment. Laura’s approach encompasses all these things. It makes the journey of assessment a journey; of discovery and reflection that leads to action and improved outcomes. These are often glaringly missing from the assessment ‘space’, and this is why I’m always excited to share what Laura has so generously shared with me and others.

— Siobhan Clay, Head of Academic Enhancement, University of the Arts London

Implementation by Colleagues

In 2022, the Illustration Programme at Camberwell College of Arts invited me to discuss the strategy, supporting the development of similar approaches within the programme.

Laura Knight's presentation on Visual Strategies to Support Assessment and Feedback Literacies made a profound impact on the illustration programme. It was eye-opening, especially considering that no one had previously explored adapting the subject we teach -visual communication- to improve the delivery of teaching content to enhance student understanding and engagement. Since then, the programme has been reassessing its approach to assessment and feedback, actively seeking ways to restructure processes by incorporating Laura's methods.

— Jayoon Choi, Senior Lecturer - Illustration, Camberwell College of Arts

Implementation in the Wider Sector

I presented this work at the AHE International Conference 2023. This valuable experience enabled me to learn about the practices of colleagues working with assessment and feedback literacy across the HE sector.

I have since been contacted by colleagues in the sector who wish to use the visual tools. You can find a template of the Assessment Criteria / Learning Outcomes diagram below which provides adjustable templates in Powerpoint. The template is available under a Creative Commons Licence. Please do reference the work with the following:

Design workshop for School staff

Building on the work, I worked with UAL Outreach to develop a one-day workshop for schools staff on developing visual tools. You can find the workshop materials below.

Reflections and Future Directions

Discussing diagrams with students challenged my assumptions, as they often illuminated the students' personal evaluations of outcomes in relation to practice. A prevalent trend was students' consistent preference for Realisation over Enquiry and Knowledge. This bias is common in Graphic Design, where outcomes often outweigh research and process. The visualisation of these tensions allowed us to discuss the differences between professional practice and academic study. It also affected my interactions with students. Rather than assuming that students value the outcomes equally, I now make sure to understand what they personally value in their learning and how I can support them in that.

This project addresses the potential of visually-led approaches in improving feedback literacy. By incorporating diagrams in feedback and formative assessments, I enabled students to effectively navigate their own learning journeys. The positive effect on achievement and sharing of the feedback strategy with colleagues across the university demonstrate the project's contribution to wider conversations on feedback literacy and compassionate assessment.