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ABSTRACT
This paper uses student voice to explore whether and why audio feedback can be a preferred form of formative assessment to written marking in the English classroom. The research is a qualitative case study of the views of 28 questionnaire respondents and seven interviewees aged 14–15 years old with regards to their experiences of audio feedback. The results suggest that audio feedback was overwhelmingly preferred and perceived as a more effective form of feedback, largely due to its social and relational character. This paper shows that audio feedback can provide effective formative assessment, particularly through its relational nature, which can be capitalised on in the English secondary school classroom. Furthermore, it suggests that teacher training courses could equip new professionals with the skills needed for delivering effective audio feedback.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Rebecca Lefroy
Rebecca Lefroy completed her PGCE and Masters in Education (Distinction) at the University of Cambridge. She is coming to the end of her sixth year of teaching. The first five years of her career were spent as an English teacher at Comberton Village College. As well as being Key Stage 3 Coordinator for English, she was also on the mentor panel for the University of Cambridge PGCE course. Last year, she moved to Boston, MA and took up the post of English teacher at Lexington Christian Academy.