Reflections on using digital audio to give assessment feedback (original) (raw)
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Let's Talk Assessment: An Exploration of Student Perceptions of Audio Feedback for Assessment
International journal on e-learning, 2019
Let's talk assessment: An exploration of student perceptions of audio feedback for assessment This paper reports the findings of a three-year descriptive research investigation into postgraduate level students' perceptions of the strengths and weaknesses of audio feedback for assessment. Overall, results indicated that students positively received audio feedback. Particular strengths of audio feedback included it being more personalised and detailed than traditional written feedback. Limitations identified included issues in reviewing the audio feedback given and the time taking to listen to the feedback provided. Using thematic analysis four major themes emerged from the data: the affordances of audio feedback, the utility of audio feedback, the personalised nature of audio feedback and affective factors.
Business and Management Education in HE, 2014
This note reflects on student perceptions of audio feedback made available via the Virtual Learning Environment (VLE) for various types of assessment. Consistent with action research the study identifies best practice, and highlights issues in relation to implementation. It utilised four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment feedback. With increased pressures of larger class sizes and the resultant reduction in tutor-student contact of recent years in business education, the intention was to identify where audio feedback via the VLE is effective and why, which was researched via a student survey. Based on these insights the findings have been disseminated as best practice to other colleagues in the Higher Education (HE) sector, in particular focusing on where it has been most effective in relation to assessment and feedback.
Audio Assessment and student learning
Our project was designed to test the potential of audio feedback as a constructive and motivating aspect of student learning within a practice-based course. We looked into the form, content and timing of the feedback, and at both the immediate and subsequent responses of students in relation to their learning and motivation. We were also interested in the extent to which audio might provide the type of personal and supportive discursive feedback offered by the traditional studio crit – particularly where pressure of time and numbers makes this option problematic.
Listen and Learn. Students' Perceptions of Audio Feedback
Student feedback is an area which concerns most practitioners, and, of course, is one of the top concerns for students. This presentation shows the result of action research into student‟s attitudes to the use different forms of feedback on their assessed work; and especially the use of recorded audio feedback. Students on three different courses (or modules) were assessed and given feedback in both written and audio formats. The modules comprised two distance learning courses; OU Course T175 and Leeds Met Level 7 module “Managing The Property Asset”; plus a Level 6 Work-Based Learning module, “Experiential Learning B”. Each module entailed multiple points of assessment. The forms of assessment included; group work, reflective essays, portfolios, individual presentations, case studies, and reports for a role-playing scenario. Students received the following forms of feedback; Written annotations on the submission, results via a marking template, the mark itself, and audio feedback in the form of MP3 files dictated by the tutor. Students' attitudes to the various forms of feedback were assessed using an online survey. The survey sought to establish which forms of feedback were the most comfortable for the students, and which were the most useful. The survey also questioned how students used the feedback. Students also completed a reflective impression of the feedback which was analysed using a word cloud to visualise the word frequencies from the students‟ responses. In all situations students responded favourably to audio feedback and requested more in this format. However, there were differences in how useful and how comfortable they found the different forms of feedback. As independent action research, only limited resources were available. This could be viewed as a pilot study. Further research could consider different types of assessment, and student demographics in judging the effectiveness of audio feedback.
0207 Audio and screen visual feedback to support student learning
Feedback has been highlighted as the most powerful influence on student achievement, but students are often less satisfied with feedback than with other aspects of the student experience. It is hence important that ways of offering feedback are found that are useful both for improving learning and for gaining student satisfaction. This ongoing study was designed to explore and to improve feedback in a variety of differing contexts, two of which are reported here: i) audio feedback on a first year undergraduate written assignment in Geography (product-oriented feedback); and ii) video feedback from ongoing laboratory sessions with first-year Biosciences students (process-oriented feedback). These contexts have been selected as offering different ways of working and for highlighting a number of issues and areas for further development. Student and staff views have been gained via surveys, focus groups, individual interviews and 'stimulated recall' sessions. Findings suggest that students have high expectations in relation to feedback; many anticipate the kinds of individual face-to-face interaction they experienced in school and are not easily satisfied by other ways of working. In addition, offering audio or video feedback that is supportive to learning in both affective and cognitive terms is not necessarily easy. In the context of written assignments there is still much to be learned about appropriateness of length, tone, the register of language, the balance between praise and criticism, and the best contexts and timing for audio feedback. In the context of large classes for laboratory sessions, further research is needed on how lecturers and demonstrators can give ongoing feedback that is useful when captured for replay in video form, and also about how effective video taken in class might be then used for training purposes in order to enable student demonstrators to be more effective and knowledgeable when offering feedback to students.
Active Learning in Higher Education, 2016
Very little is known about the impact of the different types of feedback on students’ academic performance. This article explores students’ preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were divided into two groups that received either audio or written feedback in their first assignment which was then recalled and applied into the second assignment. An analysis of results obtained in the second assignment was conducted and comparisons made between students in the audio and written feedback group. Students were also surveyed using an online questionnaire to ascertain their perceptions about the type of feedback they had received. The study established that the type of feedback received did not impact students’ grades in the subsequent assignment. In addition, while students were broadly positive about audio feedback, they indicated ...
Audiovisual Student Feedback (ASF) in Higher Education: Teaching and Power
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) , 2018
This article presents some key research outcomes of a project carried out during 2018 on student feedback through screen-capture tools, also known as Audiovisual Student Feedback (ASF). It also examines the educational potential of ASF from the perspective of the lecturer against the backdrop of the Marketisation of Higher Education, the crisis of Writing as a mode and recent conceptual debates in the field of assessment and feedback. It then proposes a new set of categories to enable the reader to have a comprehensive understanding of the affordances of ASF and discusses five case studies of lecturers who have trialled it. It concludes with some reflections on both problematic and promising aspects of ASF as well as advice to software developers, institutions and lecturers.
Using audio feedback in your teaching- Case study
This case study aims to show how simple and powerful using audio feedback can be. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.
"Teacher, Your Voice....." Exploring Students Perceptions on the Use of Audio Feedback
Floris, F.D. (2022) "Teacher, Your Voice....." Exploring Students Perceptions on the Use of Audio Feedback. Yavana Bhāshā: Journal of English Language Education, 5(2), 146-155, 2022
The purpose of this study was to examine students' perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of this type of feedback across their courses. The findings also indicate that providing feedback to students via audio files is feasible despite some pitfalls of this format. Guidance for teachers concerning the effective use of audio feedback and suggestions for further research is presented at the end of the paper. Full paper: http://ojs.uhnsugriwa.ac.id/index.php/YB/issue/view/125
Using Audio Podcasts to Provide Student Feedback: Exploring the Issues
Working Papers in Health Sciences, 2012
This paper explores the use of audio podcasting as an alternative to the written word in providing feedback to student assignments. According to a seminal work on assessment by Rowntree (1977), good student feedback can be considered the “life-blood” of learning. Within higher education (HE), student feedback has most often been given within a written format and its effectiveness has been debated over many years (Price et al, 2010). This paper will explore the use of an innovative method of providing feedback to students, that of digital audio playback using an mp3 file format. Various issues that could potentially affect the utilisation of using this approach, such as staff and student attitude, technical issues/barriers and briefly, theoretical imperatives are explored. Best practice according to the published evidence is outlined and recommendations for further research are suggested.