Teacher–student partnerships are a vital aspect of the education experience. Graduates rate their satisfaction with these partnerships via the Good Teaching Scale of the Course Experience Questionnaire. Assessment feedback is the most common context for rating these adult learning partnerships for many students. This places great importance on the personalisation of assessment feedback, which is heightened under the SC Model with its emphasis on timeliness and constructive alignment.
The current study aimed to assess student satisfaction with two types of assessment feedback, audio and written, using items from the Good Teaching Scale. Students were randomly allocated to receive either voice or written feedback in various units taught within the SC Model during 2022. The results found that students who received voice feedback thought the marker had spent more time providing feedback than students who received written feedback. Comments from students also supported the partnership benefits of receiving the audio feedback.
Our presentation will focus on our experiences using voice feedback as part of transitioning to the SC Model.