Towards dialogue: audio feedback on politics essays

This paper evaluates the use of audio feedback on assignments through the case study of a politics course, highlighting a number of pedagogical benefits. In particular, and using student testimonies, it argues that audio feedback provides a more personal feel to feedback; criticism, it appears, is easier to accept in the spoken word – as one student suggests, you know the marker is ‘not being harsh’ and is ‘just trying to help you really’. In addition, the paper notes the chief practical benefit of audio feedback: it reduces the overall time spent by lecturers in providing comments. While this paper is positive in favour of audio feedback throughout, it also discusses some potential challenges including anonymous marking – which affects the relationship between marker and student – and the fact that one size does not fit all, with different students preferring different types of feedback. The paper also attempts to provide practical tips to professionals wishing to use this method of feedback.