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  • Pachler and colleagues (2010) and Merry and Orsmond (2008) reported that spoken-word can improve students' range of responses to the messages.
  • Pachler and colleagues (2010) noted that creating audio feedback raised tutors' awareness of 'hinge points' in learning, and of contingencies in their feedback.
  • Evans

Does it change the quality of the feedback?

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As with any new practice, it is likely to feel effortful at first and , but far more natural with practice. Reports on this vary considerably, indicating that it depends on subject area, marker experience, the nature of the assessment task, and the technology used. However:

  • Evans (2017) estimated a large time saving which allowed markers to give far more feedback than they could have typed.
  • Rotherham (2008) found that he could achieve richer feedback in less time.
  • Most authors advise against using a script, encouraging markers to make the most of the natural spoken-word mode by speaking from notes or memory.
  • Nie and colleagues (2010) found recording audio using Audacity to be fast, efficient and a good use of time.
  • Chiang (2009) reported that tutors found it very easy to use a digital voice recorder to give feedback on the Psychology written work and presentations they were assessing.
  • Where work is double marked, audio feedback may take longer. There are also some questions about efficiencies for larger class sizes.
  • For group work and feedback for multimodal work (i.e. other than typographic essays) audio feedback may be more efficient (Carruthers et al, 2015).

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  • 1.
  • Carruthers C, McCarron B, Bolan P, Devine A, McMahon-Beattie U, Burns A. “I like the sound of that” – an evaluation of providing audio feedback via the virtual learning environment for summative assessment. Assessment & Evaluation in Higher Education. 2015 Apr 3;40(3):352–70.
  • Chiang, I. A., 2009. Which audio feedback is best?: Optimising audio feedback to maximise student and staff experience. A Word In Your Ear 2009. Sheffield Hallam University, City Campus. 18 December 2009.

  • Crisp, B., 2007. Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32(5), 571-581.

  • Emery, R. & Atkinson, A. 'Group Assessment Feedback: The Good the Bad and the Ugly'. A Word In Your Ear 2009.  Sheffield Hallam University, City Campus. 18th December 2009. Available at: http://research.shu.ac.uk/lti/awordinyourear2009/docs/emery-atkinson-Solent_Audio_Feedback_paper.pdf .

  • Evans, C., 2017. Using Audio Feedback to Provide Quicker and More Meaningful Feedback. UCL Arena Exchange Seminar, 13th September 2017, UCL, London.
  • Evans, C., and Palacios, L., 2010. Using Audio to Enhance Learner Feedback. In: Proceedings of the Education and Management Technology (ICEMT), 2010 International Conference. 2-4 November 201, Cairo. Pp. 148–151. IEEE. http://ieeexplore.ieee.org/document/5657683/.

  • King, D., S. McGugan, and N. Bunyan. 2008. “Does it makes a Difference? Replacing Text with Audio Feedback.” Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 3 (2): 145–163.
  • Lunt T, Curran J. “Are you listening please?” The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education. 2010 Dec;35(7):759–69. 

  • Merry, S. & Orsmond, P., 2008. Students' attitudes to and usage of academic feedback provided via audio files. Bioscience Education Journal, 11. Available at: https://www.reading.ac.uk/web/FILES/EngageinFeedback/Students_attitudes_to_podcasts.pdf .

  • Milanowski, T., 2009. e-Feedback for formative assessment: can it improve student learning and assessment efficiency? A Word In Your Ear 2009.  Sheffield Hallam University, City Campus. 18th December 2009. Available at: http://research.shu.ac.uk/lti/awordinyourear2009/docs/Tony-Milanowski-E-feedback.pdf.

  • Nie, M. et al., 2010. The role of podcasting in effective curriculum renewal. ALT-J Research in Learning Technology, 18(2), 105 – 118.

  • Pachler, N., Daly, C., Mor, Y., and Mellar, H., 2010. Formative e-assessment: Practitioner cases. Computers & Education, 54, 715-721.

  • Rotherham, B., 2008. Using an MP3 recorder to give feedback on student assignments. Available at: http://sites.google.com/site/soundsgooduk/downloads.

  • Rust, C., 2001. A Briefing on Assessment of Large Groups. Available at:https://nursing-midwifery.tcd.ie/assets/director-staff-edu-dev/pdf/AssessingLargeGroups-ChrisRust.pdf

 



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