[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598613-105":59,"doc-detail-598613-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sounds-good-using-digital-audio-for-evaluation-feedback","Sounds Good: Using Digital Audio for Evaluation Feedback","","Feedback on student work is often viewed as too slow, too brief, and unclear, leading to dissatisfaction among both faculty and learners. The Sounds Good project tested whether digital audio could make evaluation feedback faster to produce while improving student engagement and perceived quality. A pilot at Leeds Metropolitan University involved 17 faculty members and at least 463 students, delivering formative and summative audio/video feedback through multiple channels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sounds-good-using-digital-audio-for-evaluation-feedback/598613/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sounds-good-using-digital-audio-for-evaluation-feedback/598613.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the Sounds Good project target?","Question",{"text":112,"@type":113},"It addresses faculty time burden and student dissatisfaction with evaluation feedback that is often late, limited in quantity, and hard to read or understand.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was digital audio feedback delivered in the Sounds Good pilot?",{"text":117,"@type":113},"Faculty recorded formative and summative feedback using digital audio (and one case of video), mainly in MP3 format, distributed via channels including email and a virtual learning environment.",{"name":119,"@type":110,"acceptedAnswer":120},"Under what conditions did evaluators most likely save time with audio feedback?",{"text":121,"@type":113},"They were most likely to save time when providing substantial feedback, being comfortable with the technology, and when writing slowly but speaking quickly.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598613,1792931904,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","30  \nSounds Good:  \nUsing Digital Audio for Evaluation Feedback  \nBob Rotheram  \nLeeds Metropolitan University  \nFeedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Goodproject has been experimenting with the use of digital audio for feedback, aiming to save faculty time and give students richer learning experiences. Results are generally positive, with students andfaculty acknowledging the higher quality of audio feedback. Favourable circumstances for timesaving have been identified and there is reason to believe that more faculty will eventually be able to save time on feedback without loss of quality. Practice recommendations for the use of audio feedback are given. Some issues for further research are identified.  \nIntroduction  \nFehdbaghecrkeodnucsattiuodnent wOnorkthe isoaneprhobanled,mstinudUenKts  \noften complain that they get too little too late, and sometimes struggle to read or understand what they do get. On the other hand, faculty may be heard grumbling that they spend ages evaluating assignments, but students are only interested in their grade, so don’t read the feedback. Worse, it’s said, some don’t even bother to collect it! Could technology help? Years ago, Rust (2001) suggested using audiotape:  \nWhile reducing the time you spend, this may actually increase rather than reduce  \nthe amount of feedback given … Students frequently say that they get far more information from taped comments, includingthe tone of one’s voice, than they do from written comments, and they also do not have to try to cope with some of our illegible writing. (p. 22)  \nBut the idea didn’t catch on in the UK. Perhaps it was partly because of the clunky technology of the time: audio cassettes. Since then, digital audio has arrived: ‘ripping’ music CDs, Skype, and the ‘Listen Again’ facility on the BBC website are but a few  \nexamples; many students have MP3 players. Digital audio is easy to record, manipulate, and transport. I wondered whether it would be worth trying to use it for feedback.  \nMy first experience (Rotheram, 2007) was very positive and encouraging. The students were new faculty on a postgraduate programme aiming to equip them as teachers in higher education. On the programme, the norm was for evaluators to provide extensive feedback on each assignment – 500 words or so. This used to take me quite a while to write, but I was soon able to save time by recording my comments with the free software package ‘Audacity,’ and sending each student an MP3 file containing their feedback. They loved it, noting its highly personal nature and the way it engaged them more than written comments. Clearly, using digital audio feedback benefited me and the students.  \nThe Sounds Good Project  \nThe opportunity for a larger trial came when the Users and Innovation programme of the UK’s Joint Information Systems Committee (JISC) funded Sounds Good: Quicker, Better Assessment Using Audio Feedback. Running between January and July 2008, this pilot project involved 17 faculty members at Leeds Metropolitan University (Leeds Met), who were teaching various subjects at different educational levels. They used digital audio (video, in one instance) to record formative and summative feedback on students’ coursework, mainly in MP3 format. The feedback was delivered through several channels, including email and a virtual learning environment. Student numbers on the various modules ranged from six to 151. At least 463 students received one or more items of audio or video feedback.  \nWe can’t rely heavily on the results. The team were probably atypical higher education teachers: volunteers, with most having been recognised by the University for their abilities in, and commitment to, learning and teaching. Also, their project activities differed considerably. In truth, Sounds Goo","cbCaiozGjw6Kjgr9","https://ap.wps.com/l/cbCaiozGjw6Kjgr9","pdf",108522,"English","# Introduction\n# The Sounds Good Project\n## Evaluation question 1\n## Further evaluation questions","[{\"question\":\"What problem does the Sounds Good project target?\",\"answer\":\"It addresses faculty time burden and student dissatisfaction with evaluation feedback that is often late, limited in quantity, and hard to read or understand.\"},{\"question\":\"How was digital audio feedback delivered in the Sounds Good pilot?\",\"answer\":\"Faculty recorded formative and summative feedback using digital audio (and one case of video), mainly in MP3 format, distributed via channels including email and a virtual learning environment.\"},{\"question\":\"Under what conditions did evaluators most likely save time with audio feedback?\",\"answer\":\"They were most likely to save time when providing substantial feedback, being comfortable with the technology, and when writing slowly but speaking quickly.\"}]","Sounds Good: Using Digital Audio for Evaluation Feedback | PDF",1792087255]