Abstract
Recently we have been providing individual audio feedback to 1st and 2nd year undergraduate Chemistry students on a variety of assessments (posters, laboratory reports, laboratory diaries) with the aim of providing richer, more detailed and more comprehensible individual feedback than is possible within the same timeframe using written feedback. In this communication, various aspects of the use of audio for feedback are discussed including practical and technical aspects of the recording of audio files whilst viewing and assessing student work, the transmission of these files to individual students, our experiences as tutors of providing audio feedback and the experiences and views of students on audio feedback.
Highlights
Evidence from the National Student Survey[1] continues to suggest students are not satisfied with their experiences of assessment and feedback in UK HE
The prevalence, accessibility and affordability of digital technologies offer new opportunities and possibilities in teaching and learning[2] and in the enhancement of the level of detail and comprehension of the feedback possible through the rich palette of the voice and the shorter time taken to speak comments compared with the time taken to write them[3,4,5,6]
With today‟s heavy workloads and considerable time pressures, it is far more tempting to curtail detail in written feedback to students than is the case with recorded spoken feedback. This communication recounts some of our experiences of providing audio feedback on various undergraduate assessments in chemistry as well as the students‟ experiences of receiving feedback via audio
Summary
Evidence from the National Student Survey[1] continues to suggest students are not satisfied with their experiences of assessment and feedback in UK HE. This cohort of students was asked to explain whether they preferred audio or written feedback.
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