Auditory and Visual Assessment Preferred by Learners
Summary: Participants will examine data obtained from students as to their preference for different types of assessment provided by faculty (i.e., written feedback, oral feedback, oral and visual feedback, etc.). Participants will view examples of auditory/visual assessment and discuss research findings.
Description:
Faculty can provide students with valuable formative and summative feedback by adding auditory and visual component to assessment. This creates a value added learning environment. The use of video and audio assessment, coupled with traditional written feedback, works well in the traditional and online classroom environments. As a matter of fact, it’s the students’ preference.
Providing effective assessment with appropriate feedback to e-learners has traditionally been a challenge, particularly if the assessment process is designed to augment and reinforce learning. For rich feedback and meaningful assessment to occur, information must be presented in an engaging manner to serve both formative and summative pedagogical needs of the students. While the use of video and audio assessment, coupled with traditional written feedback, works well in the traditional classroom environment, it is particularly well-suited to students learning from a distance.
Online auditory/voice tools such as Adobe Connect Profession (Breeze), Camtasia/Captivate, Jing, etc. have transformed online education by creating an interactive bridge among students and instructors (Wilkinson, Crews, and Hemby, 2005). Through the use of these tools, instructors can provide meaningful feedback to students through an auditory/visual method and in turn provide appropriate, rich feedback to students. Student note this assessment process seems like individual attention and more like coming to the instructor’s office and discussing an assignment.
A study was conducted to determine the preference of business communication students as to the type of assessment provided by instructors (i.e., written feedback, oral feedback, oral and visual feedback, etc.). The data collection survey and results of the study will be shared during the presentation.
Providing effective assessment with appropriate feedback to e-learners has traditionally been a challenge, particularly if the assessment process is designed to augment and reinforce learning. For rich feedback and meaningful assessment to occur, information must be presented in an engaging manner to serve both formative and summative pedagogical needs of the students. While the use of video and audio assessment, coupled with traditional written feedback, works well in the traditional classroom environment, it is particularly well-suited to students learning from a distance.
Online auditory/voice tools such as Adobe Connect Profession (Breeze), Camtasia/Captivate, Jing, etc. have transformed online education by creating an interactive bridge among students and instructors (Wilkinson, Crews, and Hemby, 2005). Through the use of these tools, instructors can provide meaningful feedback to students through an auditory/visual method and in turn provide appropriate, rich feedback to students. Student note this assessment process seems like individual attention and more like coming to the instructor’s office and discussing an assignment.
A study was conducted to determine the preference of business communication students as to the type of assessment provided by instructors (i.e., written feedback, oral feedback, oral and visual feedback, etc.). The data collection survey and results of the study will be shared during the presentation.
Tena Crews
Associate Director for Technology Teaching Excellence
University of South Carolina
Associate Director for Technology Teaching Excellence
University of South Carolina
Dr. Tena B. Crews is the Associate Director for Technology Teaching Excellence for the Center for Teaching Excellence at the University of South Carolina. She is also an associate professor of Technology Support and Training Management and serves as the Director of Online Learning and Development in the College of Hospitality, Retail and Sport Management. Dr. Crews earned her Ed.D. from the University of Georgia in the area of business education with a minor in management information systems. Dr. Crews focuses her research in the areas of online learning design, development, assessment and andragogy.
Kelly Wilkinson
Interim Director for the Center of Instruction, Research, and Technology
Indiana State University
Interim Director for the Center of Instruction, Research, and Technology
Indiana State University
Dr. Kelly Wilkinson is currently Interim Director for the Center of Instruction, Research, and Technology and associate professor in Business Education, Information and Technology Program in the College of Business at Indiana State University. Dr. Wilkinson earned her Ph.D. from the University of Missouri-Columbia with a focus in business education, career and technical education, and information science. She entered the teaching profession after five years of working in public accountancy and insurance. Dr. Wilkinson’s research focuses on end-user computing, pragmatic use of technology for learning, and authentic assessment and technology.