A Longitudinal, Quantitative Study of Student Attitudes towards Audio Feedback for Assessment

Autor/inn/en	Parkes, Mitchell; Fletcher, Peter
Titel	A Longitudinal, Quantitative Study of Student Attitudes towards Audio Feedback for Assessment
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 7, S.1046-1053 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1224810
Schlagwörter	Longitudinal Studies; Feedback (Response); Student Attitudes; Student Evaluation; Evaluation Methods; Statistical Analysis; Graduate Students; Preferences; Gender Differences; Distance Education; College Students; Foreign Countries; Online Surveys; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Schulnote; Studentische Bewertung; Statistische Analyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechterkonflikt; Distance study; Distance learning; Fernunterricht; Collegestudent; Ausland; Schülerbefragung; Australien
Abstract	This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01