NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027225
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 8
ISSN: ISSN-1051-1970
"Listen to This!" Utilizing Audio Recordings to Improve Instructor Feedback on Writing in Mathematics
Weld, Christopher
PRIMUS, v24 n6 p513-528 2014
Providing audio files in lieu of written remarks on graded assignments is arguably a more effective means of feedback, allowing students to better process and understand the critique and improve their future work. With emerging technologies and software, this audio feedback alternative to the traditional paradigm of providing written comments seems a natural progression to improve student learning. Its utility is especially significant for feedback on writing in mathematics, when it becomes easier for instructor corrections to not only point to deficiencies, but also offer more in depth explanations on the root causes of error in student formulations or mathematical modeling. This paper details the benefits of implementing an audio feedback technique for writing in mathematics, and provides results of a case study performed during four semesters of a collegiate freshman mathematics course. Given instructor initiative and startup time to acclimate to this new way of assessment, the benefits of the audio feedback alternative towards student learning appear substantial.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A