Abstract:

This study explores a new approach to digital assessment by integrating three-minute summative audio feedback—delivered via Turnitin Feedback Studio—alongside traditional rubric-based ratings and a definitive mark. The intervention was piloted across a department offering undergraduate programmes in psychology, natural sciences, and sport sciences during the 2020–2021 academic year. A total of 163 students and 46 staff members provided evaluative input via an anonymous online survey, with additional qualitative insights gathered from a staff focus group (n=6). To assess the evolving student perceptions, a follow-up survey was conducted in 2023–2024 with a new cohort of students (n=56), and a student focus group (n=5). The research investigates students’ experience when they receive summative feedback, and to measure their engagement and preferences with formative, summative, written, and audio feedback formats. Particular attention was paid to how digital assessment feedback shapes the learner–tutor relationship and influences student self-esteem, stress, and anxiety. Key findings from the initial trial highlighted students’ preference for personalised, detailed, and timely feedback—specifically feedback focused on areas for improvement rather than general praise. Notably, psychology students demonstrated a statistically significant preference for written feedback (χ²(4, N=163) = 3.8, p < .001). This finding was confirmed when students from both studies where analysed together (χ²(4, N=217) = 20.76, p < .001). The majority of student listened to each recorded piece of audio feedback all the way through (N=217, M=4.27, S.D.=1.26). However, audio feedback was generally preferred by first-year undergraduates across programmes. While some staff initially reported technical challenges in using the audio feedback tool, they later found the process encouraged a more coherent and consistent approach to feedback delivery. Nonetheless, concerns were raised regarding the suitability of audio feedback for low-performing students or for feedback on research projects, where detailed written annotations might be more beneficial. Overall, the research provides valuable insights into students’ emotional and cognitive engagement with digital feedback, and highlights the potential of audio formats to enhance the summative assessment experience and strengthen the learner–tutor relationship.

Keywords:

Assessment, audio-feedback, higher education.