This document discusses research into using audio feedback to provide formative assessment to students. It notes that audio feedback may allow for more detailed feedback to be given more quickly than written feedback. Previous research on audio feedback has been inconclusive about whether it enhances the learning experience. The authors conducted an exploratory study of audio email feedback to evaluate its impact on the formative learning experience. They found that students generally found the audio feedback clear and helpful. It allowed feedback to feel more personalized compared to written feedback. However, audio feedback also has some limitations such as not being searchable and potentially issues with accessibility.
2. Overview of Audio Feedback Enrol on PGCERT Community Site Record your Good Learning Experience Macgregor, G., Spiers, A. & Taylor, C. (2011), Exploratory evaluation of audio email technology informative assessment feedback, ALT-J, Research in Learning Technology
4. Feedback on student learning Improving and accelerating student learning Importance in learning indisputable [1] Few formative assessment opportunities for students Semester based systems [2, 3] Formative feedback: timely, relevant and delivered to students prior to summative assessment [1] Audio provides scope for greater feedback detail, quicker delivery, etc. thus holding potential for learning Principal motivation of work – Sounds Good Project
9. Staff time commitment http://www.flickr.com/photos/helloturkeytoe/4581002553/
10. Structural constraints precluding formative assessment Extant research inconclusive [4, 5] Time requirements of voice emails smaller 40% quicker; less variability per submission ‘Voice email’ time efficiencies
14. “Definitely. It was short, concise and very much to the point – giving me options to choose from as well [...] It was good feedback telling me what I did wrong. I think a lot of teachers just don’t really tell you what you did wrong; they just tell you ‘that wasn’t right’. Then they don’t really give you a proper answer about what to change. Whereas here, I really did get a good idea about how to do it differently in order to up my mark.” [Student 18]
16. Feedback clear and understandable Emulated face-to-face meeting with tutor Personalised and informal Voice intonation was motivating Some found they re-used the feedback more than written Feedback use behaviour Preference for streaming Issues…
17. Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports learning. Learning and Teaching in Higher Education. 1, 3-31. Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education. 31 (2), 199-218. Merry, S. & and Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3), http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.pdf Rotheram, B. (2009). Sounds Good: Quicker, better assessment using audio feedback (Final Report – JISC Project), Joint Information Systems Committee, London. http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.aspx Ice, P., Reagan, C., Perry, P. & Wells, J. (2007). Using synchronous audio feedback to enhance teaching presence and students’ sense of community, Journal of Asynchronous Learning Networks, 11 (2), pp 3-25. Sipple, S. (2007). Ideas in practice: development writers‟ attitudes towards audio and written feedback, Journal of Developmental Education, 30 (3), pp 22-31.
“Good feedback comprises not just commentary about what has been done, but suggestions for what can be done next” (Brown 2007, p1)If we are prepared to delve into the literature, we can clearly see the pivotal role formative feedback has to play in effective student learning. For formative learning to occur and the benefits of formative assessment to be achieved, feedback needs to be timely, relevant and delivered prior to summative assessment Gibbs and Simpson( (2004). Biggs (2007) forcibly states that feedback (or formative assessment) is crucial to facilitate learning and can be seen as a key indicator effective teaching. Ramsden (2003 p187) asserts that “it is impossible to overstate the role of effective comments on student progress in any discussion of effective teaching and assessment”. Race (1999 p27) suggests that the volume and quality of feedback opportunities “are probably the most important factors in enhancing student learning”.
Feedback can be difficult for students to interpret and decode (e.g. Language, jargon, etc.)Student conundrumVoice emails more effective in providing clear and understandable feedbackMinimising confusion, handwriting issues, voice characteristics, etc.
