Dont feedback in anger: enhancing student experience of feedback

[EN] This research explores three iterations of the delivery of audio feedback in relation to formative assessments at the School of Law, University of Sheffield. The evidence base includes similar practice at Edge Hill University and collaboration on good practice between the two institutions. This paper will set out the context for the implementation of audio feedback, namely to help address the difficult issues experienced with feedback from non-engagement by the student in the whole feedback process, to a lack of utilization of formative feedback for 'feedforward' purposes. Qualitative comments from both students and staff experiencing this model of feedback will be drawn upon, which include references to the perceived benefits and challenges of this mode of feedback by both sets of stakeholders. This paper will then take participants through the methods addressed to engage student with feedback on formative assessments, in order to create and encourage proper 'feedforward' to summative assessments, and to provide effective, focused, consistent and constructive feedback. This paper in particular aims to show how the provision of audio feedback has the potential to greatly enhance the student learning experience, and can provide a more positive attitude generally to the giving, and receiving of feedback from both staff and students alike.Bramley, G.; Campbell-Pilling, K.; Simmons, C. (2020). Dont feedback in anger: enhancing student experience of feedback. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):1147-1154. https://doi.org/10.4995/HEAd20.2020.112161147115430-05-202