摘要：Formative assessment generates feedback on students’ performance, therebyaccelerating and improving student learning. Anecdotal evidence gathered by anumber of evaluations has hypothesised that audio feedback may be capable ofenhancing student learning more than other approaches. In this paper we report onthe preliminary findings of a quasi-experimental study employing qualitativetechniques for triangulation, conducted to evaluate the efficacy of formative audiofeedback on student learning. We focus on the delivery of ‘voice emails’ toundergraduate students (n = 24) and evaluate the efficacy of such feedback informative assessment and ergo students’ learning, as well as achieving a betterunderstanding of students’ feedback behaviour post-delivery. The results indicatethat audio feedback better conforms to existing models of ‘quality’ formativefeedback, can enhance the student learning experience and can be more efficientin feedback delivery. Despite this, and high levels of feedback re-use by studentparticipants, the audio treatment group underperformed in learning tasks whencompared with the control group. Differences between the groups were notstatistically significant and analyses of individual and mean learning gains acrossthe treatment group provide little indication of improvements in learning.
