Talking the Talk: Audio Feedback as a Tool for Student Assessment

Abstract

This paper reports on the findings of a study conducted with university students who were provided with audio feedback on their assessment tasks. Students were asked to provide their opinions on the audio feedback they had been given. Results indicated that audio feedback was received positively by students. A range of strengths and weaknesses of audio feedback were identified and are reported upon. Overall, the majority of students indicated a preference for audio feedback over written feedback. Students also indicated their preference that audio feedback be recorded simply and returned promptly over delayed, more sophisticatedly recorded and edited feedback.