Using audio feedback for summative purposes

Abstract

Recent research suggests that assessment feedback in higher education is a problematic area, while audio technology may offer the potential to enhance student learning. This paper reports on a project which was developed to explore the implications of using audio feedback for summative purposes with participants on a work-based learning course at Staffordshire University during 2009. A combination of formative and summative evaluation was conducted; generally the response was positive and aligned to the findings of other researchers, with some significant issues arising in relation to the practicalities involved in producing and accessing the feedback, and the emotional response provoked. Recommendations include further evaluation, with some modifications to meet the needs identified.