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June 11, 2008
» Feeling 'tired' of writing feedback to your students between tiny margins on their essays?

Have you ever thought about giving audio feedback? Having been to two presentations on assessment and feedback recently where the use of audio feedback were demonstrated, I am left wondering why aren’t more people using it?

On both occasions, audacity, the open source software which is available on the blended leanring toolkit was used, and it is SO simple!

All there is to it, is that once you have successfully downloaded the software, instead of writing your feedback to your students on the essay or a feedback form, you simply speak into a microphone as you ‘mark’ the coursework and once completed, you can send the MP3 file to students via email or via the institution’s VLE.

The benefit of giving audio feedback as the presenters explained was that they were able to give more detailed feedback in a relatively short period of time! They have also received really positive feedback from students including: how it was easier to understand than the often illegible handwriting, a more personal feel compared to written feedback and they feel that they have received more detailed and useful feedback than they even have with written feedback.

At one of the presentation where the presenter brought two of her students to share their experience with us, one of the student actually said that he couldn’t help but wonder what the lecturer said and he HAS to listen to it and he has never felt that way about feedback before!

Given that one of our problems regarding assessment and feedback is that students do not often read the feedback we give them, this might well be the solution!

December 3, 2007
» So why do you assess your students the way you do?

CELT has recently received a small grant from the Higher Education Academy to carry out a 6 months project to support key strategic issues in assessment and feedback.

The aim of the project is to explore the influences on lecturers’ decision making in designing assessment. We recognized that while support for innovative assessment in the institution are important, we also felt that in order to encourage further innovative assessment practices, key agents (our lecturers) for change are asked why they are doing what they are doing, on what basis in terms of assessment.

We will keep you posted on the development of the project here. In the meantime, here are some questions to you all: -

Why are you assessing your students the way you do?

What influence your decision in deciding what assessment methods to use or how many piece of coursework to give to your students?

What are some of the barriers that stop you from using innovative assessments?