The Use of Orally Recorded Exam Feedback as a Supplement to Written Comments

Jordan, Joy C.

doi:10.1080/10691898.2004.11910716

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…The literature provides evidence that feedback comes in many different forms and that a single method cannot be standardized (2,6,10,18). In constrast to a "one-size fits all" approach, effective feedback methods should be adapted to suit student's present requirements.…”

Section: Comments With Suggestions For Improvementmentioning

confidence: 99%

A method of providing engaging formative feedback to large cohort first-year physiology and anatomy students

Weston–Green

Wallace

2016

Advances in Physiology Education

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A growing body of evidence demonstrates a critical role for effective, meaningful feedback to enhance student learning. Effective feedback can become part of the learning cycle that is not only a learning opportunity for the student but can also be used to inform the teacher and ongoing curriculum development. Feedback is considered particularly important during the first year of university and can even be viewed as a retention strategy that can help attenuate student performance anxieties and solidify perceptions of academic support. Unfortunately, the provision of individualized, timely feedback can be particularly challenging in first-year courses as they tend to be large and diverse cohort classes that pose challenges of time and logistics. Various forms of generic feedback can provide rapid and cost-effect feedback to large cohorts but may be of limited benefit to students other than signaling weaknesses in knowledge. The present study describes a method that was used to provide formative task-related feedback to a large cohort of first-year physiology and anatomy students. Based on student evaluations presented in this study, this method provided feedback in a manner that engaged students, uncovered underlying misconceptions, facilitated peer discussion, and provided opportunity for new instruction while allowing the lecturer to recognize common gaps in knowledge and inform ongoing curriculum development.

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Section: Comments With Suggestions For Improvementmentioning

confidence: 99%

A method of providing engaging formative feedback to large cohort first-year physiology and anatomy students

Weston–Green

Wallace

2016

Advances in Physiology Education

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“…Pearce and Ackley suggested that instructors might depend entirely on taped remarks, "in which case there may be some significant time savings" (p. 34). Some nine years later, Jordan, (2004) wrote about oral feedback as a supplement to written comments when grading statistics exams. Citing professors' perennial lament that students bypass written comments to look only at the grade, Jordan described her method of creating sound files on the university's shared network drive to supplement her written comments.…”

Section: Voice Assessment: Literature Reviewmentioning

confidence: 99%

“…The single problem that runs through the methods above is access to equipment-from Clark's (1981) cassette recorders and tapes, to Van Horn-Christopher's (1995) occasional lost disc, and Jordan's (2004) need for network space. Happily, today's technology has eliminated most of these hardware problems, though they have been replaced with a new set of difficulties: the increasing need for greater bandwidth.…”

Section: Some Observations On the Literature Reviewmentioning

confidence: 99%

“…While clearly in the minority as a form of review, the use of audio or voice commentary has still been discussed in a variety of journals, and in each discussion, authors have emphasized how quickly the relevant technology can change (Still, 2006) and how such a change can resolve problems encountered by earlier adopters and present opportunities to new ones (Jordan, 2004). They have also hinted at the great but as yet unrealized potential of this form of assessment, from some of the pioneers on voice grading (Anson, 1999;Van Horn-Christopher, 1995) to arguably the most recent treatment of the topic in an article on iFeedback by Noreen Moore and Michelle Filling (2012), who write, "Technology has the potential to advance and improve the feedback college instructors provide students; although the use of technology in and of itself may not enhance teaching and learning, the potential does exist" (p. 12).…”

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confidence: 99%

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Voice Assessment of Student Work

Eckhouse

Carroll

2013

Business Communication Quarterly

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Although relatively little attention has been given to the voice assessment of student work, at least when compared with more traditional forms of text-based review, the attention it has received strongly points to a promising form of review that has been hampered by the limits of an emerging technology. A fresh review of voice assessment in light of recent technological developments strongly suggests that this form of review is now ready for broad adoption. Favorable student reception of voice assessment and its potential for raising instructor awareness around the review process itself argue further for considering it afresh.

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“…There are very few activities with simply text alone and a plethora of activities on the World Wide Web (WWW). Other applications of technology used for teaching and learning in the online environment include online textbooks, videotaped PowerPoint presentations, online quizzes, videoconferencing, and audio/video files (Ashbacher, 2003;Ben-Zvi, 2000;Fetterman, 2002;Hilton & Christensen, 2002;Jordan, 2004;Mills & Johnson, 2004;Speed & Hardin, 2001;Stephenson, 2001;Symanzik & Vukasinovic, 2003;Utts, Sommer, Acredolo, Maher, & Matthews, 2003;Velleman, 2000;Zhang, 2002).…”

Section: Introductionmentioning

confidence: 99%

Statistics at a Distance: Technological Tools, Learning, and Design Features for Today's Modern Course

Mills

2006

Journal of Educational Technology Systems

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The purpose of this article is to present a theoretical framework of learning and to develop a pedagogical (TTRACE) model that might be useful to teachers teaching statistics online or at a distance. We describe our graduate-level hybrid statistics course and the technological tools we utilized to illustrate how our model and design features can be applied in a real teaching context. We share our teaching and learning experiences, discuss what others in the field have learned, and offer suggestions to assist others in designing and improving similar courses.

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The Use of Orally Recorded Exam Feedback as a Supplement to Written Comments

Cited by 5 publications

References 1 publication

A method of providing engaging formative feedback to large cohort first-year physiology and anatomy students

A method of providing engaging formative feedback to large cohort first-year physiology and anatomy students

Voice Assessment of Student Work

Statistics at a Distance: Technological Tools, Learning, and Design Features for Today's Modern Course

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