‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment

Carruthers, Clare; McCarron, Brenda; Bolan, Peter; Devine, Adrian; McMahon‐Beattie, Una; Burns, Amy

doi:10.1080/02602938.2014.917145

Cited by 31 publications

(22 citation statements)

References 14 publications

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“…Another student said that was 'more personal' and led to a deeper 'level of understanding' for her as more feedback was given 'indicating areas that could be improved'. The advantages found with personal feedback resonate with other studies in the literature (Sutton, 2012;Eckhouse and Carroll, 2013;Carruthers et al, 2015).…”

Section: Receptivenesssupporting

confidence: 81%

“…Although technology can be used for assessment, it is also useful for providing feedback. For example, audio-visual technology can enhance the quality of feedback information and be perceived by students as being more personal (Eckhouse and Carroll, 2013;Carruthers et al, 2015). Consequently, this may facilitate greater student engagement in learning and encourage a dialogic approach to feedback (Nicol, 2010;Parkin et al, 2012;Carless, 2015;Murphy and Barry, 2016).…”

Section: Using Technology In Assessment and Feedbackmentioning

confidence: 99%

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Using technology to facilitate effective assessment for learning and feedback in higher education

Deeley

2017

Assessment & Evaluation in Higher Education

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The aims of this paper are to examine and critically evaluate a selection of different technological methods that was specifically chosen for the alignment with, and potential to enhance extant assessment for learning practice. The underpinning perspectives are that (a) both formative and summative assessment are valuable opportunities for learning and (b) using technology may enhance learning in assessment and feedback processes. Drawing on the literature and empirical evidence from a research study in a Scottish university, the advantages and drawbacks of using technology are examined. It is asserted that by adopting a flexible approach and taking small incremental steps, the use of different types of technology can be beneficial in facilitating effective assessment for learning and feedback in higher education.

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Section: Receptivenesssupporting

confidence: 81%

Section: Using Technology In Assessment and Feedbackmentioning

confidence: 99%

Using technology to facilitate effective assessment for learning and feedback in higher education

Deeley

2017

Assessment & Evaluation in Higher Education

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“…Based on the above review, we can summarise that most of the studies about feedback channels are focused on lecturers' and students' perceptions. Recent years have seen the emergence of studies on perceptions of channels: text, audio or video, providing feedback in online environments (Carruthers et al, 2015;Chew, 2014). Nevertheless, interest remains in clarifying which channel is the most useful in providing feedback in this specific context.…”

Section: Research About the Impact Of Feedback Channels On Learningmentioning

confidence: 99%

Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning

Espasa

Guasch

2019

Active Learning in Higher Education

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Dialogic feedback demands an active role by lecturers and students to become effective. However, sometimes students do not engage with the feedback received. The use of technology and different channels to provide feedback (using audio and video feedback) in online learning environments could contribute to make students more active with the feedback and improve its effectiveness. The aim of this article is to investigate the use of different feedback channels (text, audio or video) and contrast their impact on academic achievement, as well as to analyse whether the feedback channel influences students’ perception of feedback in terms of their preferences. A quasi-experimental study was designed, whereby students received feedback both after they had drawn up the first draft of a written assignment and upon its completion. The results suggest that the channel through which feedback is provided does not have a bearing on performance. However, the study does identify significant differences between the quality of the first draft and that of their final submission. With regard to preferences, students preferred the video channel over the audio or written channels. In addition, they perceived video as the channel that is most conducive to greater interaction and dialogue between lecturers and students, and that also produces the greatest sense of closeness. The results obtained are discussed in light of their importance in an online environment.

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“…Providing students with audio information can overcome the time and location constraints that arise from engaging in face-to-face, individualised discussions (Jonsson 2012). Studies in methods of feedback to students have shown that, compared to written feedback, audio feedback can provide significantly more detail and depth, be more personal, allowing for greater expression, tone and nuance, and is often preferred by students over written feedback (Carruthers et al 2015;Lunt and Curran 2010;Merry and Orsmond 2008;Nemec and Dintzner 2016). For the marker, giving audio feedback has been shown to be quicker to provide than written comments of the same quality (McCarthy 2015), and it provides a sense of teacher presence through students hearing the teacher's voice (Oyarzun, Conklin, and Barreto 2016).…”

Section: Audio Feedbackmentioning

confidence: 99%

Implementing summative assessment with a formative flavour: a case study in a large class

Broadbent

Panadero

Boud

2017

Assessment & Evaluation in Higher Education

122

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Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on-and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.

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‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment

Cited by 31 publications

References 14 publications

Using technology to facilitate effective assessment for learning and feedback in higher education

Using technology to facilitate effective assessment for learning and feedback in higher education

Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning

Implementing summative assessment with a formative flavour: a case study in a large class

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