Abstract
| Original language | English |
|---|---|
| Title of host publication | AARE Conference Proceedings 2016 |
| Publisher | Australian Association for Research in Education |
| Pages | 1-11 |
| Number of pages | 11 |
| Publication status | Published - 2016 |
| Event | International Conference of the Australian Association for Research in Education 2016: Transforming Educational Research - Melbourne Cricket Ground Function Centre, Melbourne, Australia Duration: 27 Nov 2016 → 1 Dec 2016 |
Conference
| Conference | International Conference of the Australian Association for Research in Education 2016 |
|---|---|
| Abbreviated title | AARE 2016 |
| Country | Australia |
| City | Melbourne |
| Period | 27/11/16 → 1/12/16 |
Cite this
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"Written feedback doesn't make sense" : Enhancing assessment feedback using technologies. / Ryan, Tracii Ann; Henderson, Michael; Phillips, Michael David.
AARE Conference Proceedings 2016. Australian Association for Research in Education, 2016. p. 1-11.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
TY - GEN
T1 - "Written feedback doesn't make sense"
T2 - Enhancing assessment feedback using technologies
AU - Ryan, Tracii Ann
AU - Henderson, Michael
AU - Phillips, Michael David
PY - 2016
Y1 - 2016
N2 - Research reveals that effective assessment feedback is clear, specific, and sensitive to the individual. In practice, comments on assessment tasks are commonly provided in a text-based format, which can be perceived by students as ambiguous and impersonal. Digitally recorded comments, in the form of audio, video, or screencast recordings, may present a clearer and more personal alternative to text-based feedback. However, at this stage, research tends to be restrained to the higher education setting. This paper builds upon previous research by examining perceptions of digitally recorded assessment feedback in an Australian Catholic girls’ secondary school. Thirteen teachers from eight broad subject areas (English, Math, Science, IT, Languages, Psychology, Music, and PE/Health) provided recorded comments to students in Years 7-12. To gauge perceptions of the digitally recorded assessment feedback, 262 students completed an anonymous online survey. In support of previous research, the majority of students preferred digitally recorded feedback to text-based feedback, reporting that it was more individualised, detailed, clear, useful, and caring. Several advantages and challenges also emerged from open-ended responses. Further research should aim to examine the relationship between the affordances of the media itself, the instructional content and its structure, and the ecology of the individual classes.
AB - Research reveals that effective assessment feedback is clear, specific, and sensitive to the individual. In practice, comments on assessment tasks are commonly provided in a text-based format, which can be perceived by students as ambiguous and impersonal. Digitally recorded comments, in the form of audio, video, or screencast recordings, may present a clearer and more personal alternative to text-based feedback. However, at this stage, research tends to be restrained to the higher education setting. This paper builds upon previous research by examining perceptions of digitally recorded assessment feedback in an Australian Catholic girls’ secondary school. Thirteen teachers from eight broad subject areas (English, Math, Science, IT, Languages, Psychology, Music, and PE/Health) provided recorded comments to students in Years 7-12. To gauge perceptions of the digitally recorded assessment feedback, 262 students completed an anonymous online survey. In support of previous research, the majority of students preferred digitally recorded feedback to text-based feedback, reporting that it was more individualised, detailed, clear, useful, and caring. Several advantages and challenges also emerged from open-ended responses. Further research should aim to examine the relationship between the affordances of the media itself, the instructional content and its structure, and the ecology of the individual classes.
M3 - Conference Paper
SP - 1
EP - 11
BT - AARE Conference Proceedings 2016
PB - Australian Association for Research in Education
ER -