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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21894
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dc.contributor.authorParkes, Mitchellen
dc.contributor.authorFletcher, Peteren
dc.date.accessioned2017-09-26T09:49:00Z-
dc.date.issued2017-
dc.identifier.citationAssessment & Evaluation in Higher Education, 42(7), p. 1046-1053en
dc.identifier.issn1469-297Xen
dc.identifier.issn0260-2938en
dc.identifier.urihttps://hdl.handle.net/1959.11/21894-
dc.description.abstractThis paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No statistically significant differences were found between male and female students' attitudes, suggesting that both sexes held similar attitudes towards audio feedback. Students also indicated a preference for audio feedback that was recorded simply and returned promptly over delayed, more sophisticatedly recorded and edited feedback.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofAssessment & Evaluation in Higher Educationen
dc.titleA longitudinal, quantitative study of student attitudes towards audio feedback for assessmenten
dc.typeJournal Articleen
dc.identifier.doi10.1080/02602938.2016.1224810en
dc.subject.keywordsHigher Educationen
local.contributor.firstnameMitchellen
local.contributor.firstnamePeteren
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailmparkes2@une.edu.auen
local.profile.emailpfletch2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20170116-092720en
local.publisher.placeUnited Kingdomen
local.format.startpage1046en
local.format.endpage1053en
local.identifier.scopusid84983520443en
local.peerreviewedYesen
local.identifier.volume42en
local.identifier.issue7en
local.contributor.lastnameParkesen
local.contributor.lastnameFletcheren
dc.identifier.staffune-id:mparkes2en
dc.identifier.staffune-id:pfletch2en
local.profile.orcid0000-0001-7226-023Xen
local.profile.orcid0000-0002-6605-471Xen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:22084en
local.identifier.handlehttps://hdl.handle.net/1959.11/21894en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleA longitudinal, quantitative study of student attitudes towards audio feedback for assessmenten
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorParkes, Mitchellen
local.search.authorFletcher, Peteren
local.uneassociationUnknownen
local.identifier.wosid000408778600003en
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/d68a8cc0-3d31-485b-9917-a4b19c0ebc6ben
local.subject.for2020390303 Higher educationen
local.subject.seo2020160304 Teaching and instruction technologiesen
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