Using audio feedback to enhance assessment practice – an evaluation of student and tutor perspectives

David John Laughton

Abstract


Sizeable increases in student numbers have placed traditional pedagogical approaches under strain in terms of delivering a high quality student experience which effectively supports individual learners in their personal educational journey. This article will examine a particular method of providing assessment feedback to students on assessed work – via MP3 voice files – and will explore both the efficiency and effectiveness dimensions of this approach. Previous studies have reviewed the efficiency dimension of voice files in relation to other possible feedback practices, and student satisfaction with receiving feedback on assessed work in this form. In addition to adding further to these insights, this article evaluates student reactions to different forms of assessment feedback on the same assignment in the same module in consecutive years of delivery, thus providing a comparative evaluation of feedback practice involving voice files. The article concludes that the provision of assignment feedback to students using voice files is no less efficient compared to the use of traditional written feedback sheets, but has the capacity to enhance student satisfaction with the feedback their tutors provide.


Keywords


feedback, assessment, voice files, student evaluation, efficiency, effectiveness

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