use of audio feedback for summative purposes kathryn mcfarlane
TRANSCRIPT
Use of audio feedback for summative purposes
Kathryn McFarlane
Aims Explore a possible rationale
for using audio feedback Identify advantages and
disadvantages of this approach
Explore the practicalities of producing audio feedback
Consider potential application strategies in own environment
Outline
Rationale for using audio feedback
Evaluative project and outcomes
The techy bit Application to practice
Rationale for using audio feedback
Activity
April 10, 2023
In groups of four, write a list of possible feedback methods on post its
Now organise these on the “Race grid”
Impact on student learning
Cost
/ ti
me
High
Low
HighLow
The feedback dilemma.... Feedback (and feed forward)
identified as important to learning (e.g. Taras, 2002)
Student dissatisfaction with assessment feedback (HEFCE, 2009)
Many students do not collect feedback
Written feedback – lowest impact on student learning and not cost effective? (Race, 2008)
Why audio feedback? “Narrow bandwidth” of text
based communication - reduces the potential to make judgements about meanings of words (Goodyear, 2001)
Greater richness of detail, guidance for academic and professional enhancement, and messages to engage students in thinking (Merry and Orsmond, 2008)
Why audio feedback? Students suggest:
Clearer Includes strategies to solve problems,
not just problems More personalised Engaged more deeply with it – e.g.
using it to prepare for future assignments
Tone of voice helpful for highlighting importance of various aspects
Accessibility, e.g. can listen while engaging in other activities
(Various, e.g. Ribchester et al, 2008; France and Wheeler, 2007; Rotherham, 2008)
Why audio feedback? Inclusion
Contemporary students may be less comfortable in processing written information (Merry and Orsmond, 2008)
Could be inclusive to “Aural” learners (Fleming and Baume)
Could be inclusive to diverse students, e.g. international, dyslexic (Rotherham, 2008)
Potential for inclusive feedback – offering a choice (Waterfield and West, 2008)
Why summative feedback? Disparity between staff and
students’ perceptions: students do use the guidance, and view the mark and supporting feedback as interdependent. (O’Brien and Sparshatt 2007)
Students initially focus on grade, but use feedback to improve, and some revisited previous work when preparing subsequent assignments (Carless 2006, p.225)
Evaluative project and outcomes
Project background Postgraduate Certificate in
Higher and Professional Education – for teaching / learning support staff in HE
First module (for most): Supporting Learning – includes a focus on the factors which impact on student learning, and student diversity
Participants are mature work-based learners (mainly “digital immigrants”?)
Evaluation questions
What is the impact of using the medium of audio on the messages conveyed by summative feedback?
To what extent does audio feedback contribute to “feed forward”?
What is the impact of preparing audio files on tutor workload?
Evaluation Action Research approach –
collaborating with the participants
Methods: Expert walk through Initial questionnaire pre-feedback On line “summative” questionnaire Focus groups PebblePad e-journal More details soon to be published in
Innovative Practice in HE Journal
Formative evaluation results
Guidance on project organisation from expert walkthrough, e.g. reducing file sizes, limiting feedback time
Guidance on accessibility from participants (e.g. using PebblePad rather than Blackboard)
Audio more explanatory, provided more examples, in everyday language, linked to learning from module
Summative evaluation results….
Problems with verbal delivery – e.g. muffled
Grade point at the end – would have preferred it at the beginning
Access and technical problems
Not having any text Lack of time to engage with
the feedback
Summative evaluation results….
Novel format for receiving feedback
More detailed comments Strategies gained for future assig
nments - feed forward Impact on professional practice Personalisation Explaining academic language Improvements needed were clear Voice giving added meaning
Other themes
Inclusion – language; learning style
Practicalities, e.g. open plan environment
Emotional response Digital native v. digital
immigrant
Tutors’ views
More enjoyable Feel more “exposed” – at first Takes equal time – give more
feedback in time available Technicalities (e.g. second
marking, sharing feedback) more time consuming – at first
Need to learn to keep feedback down to a reasonable length
Practicalities, e.g. quiet place to mark
Future strategies Consider where to put the mark Encourage participants to listen with the
assignment in front of them Keep participants informed, e.g.
feedback release dates, when mark will be communicated
Use with other modules – formative and summative
Offer choice – text or audio (inclusive feedback)
Research possible correlation between response to feedback and grade attained
Hand-held digital recording device
Demonstration One I prepared
earlier....... Example feedback
Audacity
Demonstration
Available via http://audacity.sourceforge.net/
Other useful tools
Any Audio Converter – to reduce file sizes / convert to MP3 – available via http://www.any-audio-converter.com/
Wavepad Sound Editor – to edit files – available via http://www.nch.com.au/wavepad/index.html
Application to practice
Practical guidance Consider using a combination of
summative individual feedback and overview commentary
Limit the length of recordings to avoid the danger of providing too much feedback
Need for increased sensitivity in providing critical feedback by means of this medium
(Ribchester et al, 2008; France and Wheeler, 2007)
More practical guidance
Which device? Second marking External examiner Storage space Quiet space to mark Dissemination to
students Feedback from students
Getting started....
Pilot with a small group? Use for formative
feedback? Use in tutorials?
DiscussionWorking in pairs / small groups: Discuss the potential application of this approach
to your practice What strategies could work in your environment?
E.g. Whole group or individualised audio feedback? Formative or summative feedback?
What would you need to do, in order to prepare students, staff and others? (e.g. External Examiner)
Optional extra – have a go at producing some audio feedback
Finally.....
Summary Comments / questions Thank you!
References Fleming, N. and Baume, D. (2006) Learning Styles Again: VARKing up the right tree! Educational
Developments, SEDA. Issue 7.4., p.4-7. France, D. and Wheeler, A. (2007) Reflections on using podcasting for student feedback. Planet
No. 18. [Online] Available from http://www.gees.ac.uk/planet/p18/df2.pdf [accessed 26.1.09] Goodyear, P. (2001), Effective networked learning in higher education: notes and guidelines:
Networked Learning in Higher Education Project (JCALT) [online]. Available from: http://www.ioe.ac.uk/ccs/dowling/cmc2004/papers/goodyear-guidelines_final.pdf [accessed 3.1.09].
HEFCE (2009) National Student Survey [online]. Available from: http://www.hefce.ac.uk/Learning/nss/data/2009/ [accessed 7.3.10].
Merry, S. and Orsmond, P. (2008), Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files. [Online]. Available from http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.aspx [accessed 26.1.09].
O’Brien, R. and Sparshatt, L (2007), Mind the Gap! Staff Perceptions of Students’ Perceptions of Assessment Feedback [online]. In: Higher Education Academy Annual Conference, Harrogate, 3.7.07 – 5.7.07. Available from: http://www.heacademy.ac.uk/resources/detail/mind_the_gap [accessed 9.3.09].
Race, P. (2008). Aligning assessment to current trends in HE. Staffordshire University, 23.5.08. Ribchester, C., France, D. and Wakefield, K. ‘It was just like a personal tutorial’: Using podcasts
to provide assessment feedback. In HE Academy Annual Conference 2008, Harrogate, 1.7.08 – 3.7.08. [Online]. Available from: http://www.heacademy.ac.uk/assets/York/documents/events/conference/2008/Chris_Ribchester.doc [accessed 26.1.09].
Rotherham, R. (2008a), Sounds Good: Quicker, better assessment using audio feedback. [Online]. Available from: http://sites.google.com/site/soundsgooduk/Home [accessed 14.3.09].
Taras, M. (2002), Using Assessment for Learning and Learning from Assessment. Assessment and Evaluation in Higher Education. 27(6) p.501-510.
Waterfield, J. and West, B. (2005) Staff-Student Partnership for Assessment Change and Evaluation (SPACE) Project. [Online]. Available from http://www.plymouth.ac.uk/pages/view.asp?page=10494 [accessed 26.1.09].