1 June 2022: Student perspectives on audio feedback

A joint session with Assessment in Higher Education Network (UK) and Transforming Assessment.

Session chair: Fabio Arico (University of East Anglia, UK)

Presentation 1: "Undergraduate students’ perspective of summative and audio feedback" by Gemma Van Vuuren-Cassar (Canterbury Christ Church University, UK).


In the second half of 2020, as a result of COVID 19 and a faculty restructure, a new department of undergraduate programmes offering psychology, social, applied and sports sciences was developed. A new approach to summative audio feedback was trailed across the new department. 163 students and 46 members of staff provided their feedback on the summative audio feedback of the first semester through an online survey, while six members of staff shared their views through a focus group. This research project aims to establish the priories of students for summative feedback and to verify their experience and engagement with formative, summative, written, and audio feedback. The potential of audio feedback to enhance the student assessment experience and the learner–tutor relationship was investigated. The findings revealed that personalised, detailed, and timely feedback was very important to the students. Most students preferred feedback that focused on detail, rather than general aspects; and areas for improvement, rather than strengths. There was no consensus amongst students about more formative feedback prior to submissions; and less summative feedback (feedback that explains the mark). Although students found the audio recordings highly accessible, they are not likely to act on recorded audio feedback than on written feedback; contact their lecturer to discuss their feedback, or review recorded feedback more than written feedback. Audio feedback was generally preferred in the initial years of the undergraduate programmes and by students who had experienced it before. Although staff new to using the audio feedback tool in Turnitin originally felt technicality challenged, they discovered that audio feedback is similar to written feedback, but it makes one focus on specific, coherent, and a consistent approach to feedback. Some staff feels that audio feedback is not useful for low-achieving and hard of hearing students, who might benefit from annotated written comments.

Presentation 2: "Teachers’ audio feedback on students’ project-based learning: Effects and influencing factors" by Ying (Jane) Zhan (Education University of Hong Kong).


The effects of teachers’ audio feedback on students’ project-based learning and its influencing factors have seldom been empirically explored in the higher education context. To address this research gap, a group of Hong Kong freshmen (18-23 years old) and their teachers were involved in this study. Data were collected from students’ retrospective journals, post-journal interviews and teacher interviews after the participants experienced audio feedback during their group projects in a General Education course. The findings demonstrated that teachers’ audio feedback enhanced students’ learning engagement, critical thinking and project output. In addition, the students reported that audio feedback provided convenience, timeliness, rich information, asynchronous discussion and social presence. However, changing the feedback medium alone did not guarantee a positive effect. Other factors including the features of audio feedback, communication between student and teacher on the received feedback and their learning motivation were also crucial in determining the effects of audio feedback on student project-based learning.

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Session Recording