Voice feedback on formative assigments by wuyunqing

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									Voice feedback on formative
         assigments
             Ian Greener
  School of Applied Social Sciences
             Voice feedback?
• Is your written formative feedback getting a
  bit formulaic?
• Do you ever get the feeling that if you could
  offer more directed, more specific feedback,
  then your students might do better in their
  summatives?
• Do you find writing formative feedback
  frustrating when you can think much quicker
  than you can write or type?
               Voice feedback
• Providing voice feedback can help with at least
  some of this…

• It allows you to talk direct to student work
• It is reasonably quick – probably as quick as
  providing written feedback
• But it gives students far more to go on
• And the evidence (from here) and from other
  sites where it has been tried suggest that
  students like it (think NSS….)
    How do you give voice feedback?
•   I’m afraid the process could be smoother, but once you’ve been though it once,
    isn’t too bad

•   I use a digital voice recorder. I read through an assignment once, then talk to it the
    second time through. Talking also allows me to come up with a mark through
    argument.
•   Each assignment gets one file. As long as I know the first file number on the digital
    recorder, and keep the scripts in order, they map onto on another (file number and
    student number) pretty straightforwardly through a list
•   Saying the student number at the beginning of each file allows the process to be
    checked
•   All the files are then put in a DUO file directory (using Webdav and Discovery)
•   Students are given access to the file store, and download the file that is theirs by
    looking at the list
•   They can then play it back at their leisure, with their essay in front of them
  Some feedback from students….
• I think this is a much better system than paper
  feedback. I know I got a lot more from it than
  if you had just had to tick boxes and given me
  a comment in that little box on the piece of
  paper. It was also much easier to use than
  anticipated, and I definitely think you should
  recommend this to other lecturers
• I found the feedback for the formative much
  better than 'normal' written feedback.
                        Problems
• All students can access the feedback files for all other
  students
• So you have get permission before you can do it (from the
  students), with an opt-out
• No students have opted out of the (Masters) courses I’ve
  used the system on
• But on the undergrad programme, a couple of students did
  opt out when a colleague wanted to use this
• But as one student said:
   – Regarding people being able to listen to other people's, I can
     see from listening to mine that it wouldn't make much sense to
     someone who didn't have a copy of the essay, so I don't see that
     that is a real problem.
              Other problems
• I’m aware this isn’t exactly cutting-edge
  technology
• It would be better if students could get their own
  feedback only, but emailing isn’t possible as the
  files are too big and it would be pretty time
  intensive
• It may be possible to use Gradebook where the
  assignment has been submitted electronically,
  but once again this is very time intensive so loses
  a lot of the benefit for staff
                    Conclusion
• Students get a lot more feedback this way, but it’s not a
  good technological solution (and alternative methods
  seem rather over-engineered….)
• However, students do seem to like it, and I can report a
  significant improvement in summative work as a result
  of running formatives this way (my second marker
  commented ‘they finally seem to have got it’)
• Audio feedback is getting far more common across the
  sector (google ‘university audio feedback’)
• I would argue that this approach could also be used in
  summatives – but the University seems to be
  hamstringing us somewhat in this respect….

								
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