Recording Excellence

3. Recording Excellence

4. Recording Excellence Nicole Duplain School of Humanities

6. Language delivery & assessment

7. Taught sessions Language delivery & assessment

8. Taught sessions Language delivery & assessment Directed & independent learning

9. Taught sessions Language delivery & assessment Formal assessment Directed & independent learning

10. Taught sessions Language delivery & assessment Formal assessment Directed & independent learning

11. Taught sessions Feedback Formal assessment Directed & independent learning

12. Taught sessions informal feedback Feedback Formal assessment Directed & independent learning

13. Taught sessions informal feedback Feedback Formal assessment Directed & independent learning Formative feedback on directed learning

14. Taught sessions Formal summative feedback informal feedback Feedback Formal assessment Directed & independent learning Formative feedback on directed learning

15. Taught sessions Formal summative feedback informal feedback Feedback Formal assessment Directed & independent learning Formative feedback on directed learning

16. Taught sessions Formal summative feedback informal feedback Oral skills development Formal assessment Directed & independent learning Formative feedback on directed learning

17. Taught sessions Formal summative feedback Transient No permanent record Oral skills development Formal assessment Directed & independent learning Formative feedback on directed learning

18. Taught sessions Formal summative feedback Transient No permanent record Oral skills development Formal assessment Directed & independent learning Does not encourage oral practice No recorded evidence of practice No opportunity for feedback

19. Taught sessions Written feedback once a semester Recordings not available to students Transient No permanent record Oral skills development Formal assessment Directed & independent learning Does not encourage oral practice No recorded evidence of practice No opportunity for feedback

20. Taught sessions Written feedback once a semester Recordings not available to students Transient No permanent record Oral skills development Formal assessment Directed & independent learning Does not encourage oral practice No recorded evidence of practice No opportunity for feedback

21. Aims & objectives

22. Recording Excellence aimed to: • Explore the use of digital audio recording as a means of improving students’ oral competence • Provide a context for enhancing students’ experiential learning • Increase students’ motivation & engagement with the subject

23. With the following key objectives: • Oral skills practice & corrections of basic errors • Regular formative feedback • Collaborative learning & peer assessment • Tracking & assessment of student progress • Independent learning, action planning & self-reflection / analysis

24. Implementation

25. Objective • Oral skills practice & correction of basic errors • Regular formative feedback • Collaborative learning & peer assessment • Tracking & assessment of student progress • Independent learning • Action planning • Self-reflection / analysis

26. Objective Tutor led action • Oral skills practice & correction of basic errors • Regular formative feedback • Calendar of tasks & project guidelines • Audio feedback with diagnosis of errors • Individually negotiated action plans • Collaborative learning & peer assessment • Tracking & assessment of student progress • 20% semester B summative oral test • Assess student progress against action plans & specific set criteria • Independent learning • Action planning • Self-reflection / analysis • Feedback on oral test & project

27. Objective Student led action • Oral skills practice & correction of basic errors • Regular formative feedback • Collaborative learning & peer assessment • Student exchange recordings & action plans • ‘Student-tutors’ feedback comments • Tracking & assessment of student progress • Provide evidence of work & progress • Independent learning • Action planning • Self-reflection / analysis • Students reflect on outcomes, evaluate performance & draw action plan for further studies

28. Objective Action • Oral skills practice & correction of basic errors • Regular formative feedback • Calendar of tasks & project guidelines • Audio feedback with diagnosis of errors • Individually negotiated action plans • Collaborative learning & peer assessment • Student exchange recordings & action plans • ‘Student-tutors’ feedback comments • Tracking & assessment of student progress • 20% semester B summative oral test • Assess student progress against action plans & specific set criteria • Provide evidence of work & progress • Independent learning • Action planning • Self-reflection / analysis • Feedback on oral test & project • Students reflect on outcomes, evaluate performance & draw action plan for further studies

29. Outcomes

30. Quantitative :(test results) • Final year students’ semester B Oral test results show small increase (+2.3%) • Discernible difference between 1st and final year students’ performance

31. Qualitative :(student engagement) • Informal feedback gathered from students at the end of semester B • Student evaluation questionnaire at end of semester B (95% response rate)

32. When asked to respond on a scale 0 - 5 to statements such as: • I feel I have corrected some of my pronunciation errors • I feel more confident when I speak French • I have improved other aspects of my French than pronunciation • I spent more time on my French • I completed directed learning tasks more regularly 80% of students selected 4 or 5

33. Conclusion

34. What has this project achieved? • It has helped bridge gaps in Language Learning provision • Students have been empowered to develop a greater sense of ownership of their learning • It provided an innovative context for students to collaborate on enhancing their language awareness

35. Taught sessions Written feedback once a semester Recordings not available to students Transient No permanent record Oral skills development Formal assessment Directed & independent learning Does not encourage oral practice No recorded evidence of practice No opportunity for feedback

36. Transient No permanent record “It enabled you to listen to what you said, making mistakes you were not aware of visible”

37. “It is good to try and correct your partner because it trains you to recognise errors” “It definitely helps to do oral practice because it is obviously better to speak with another person than yourself” Does not encourage oral practice No recorded evidence of practice No opportunity for feedback

38. Written feedback once a semester Recordings not available to students “I liked getting feedback on the same audio-clip: it was a very easy way to recognise my mistakes but also for me to remember that I made mistakes” “Listening to ourselves speak was the scariest but most beneficial learning method”

39. “I found Recording Excellence to be a great help: my confidence in speaking has improved and it made me more disciplined with how I manage my time in French out of lessons” Directed & independent learning “Could have done without the extra work - but it was worth it!”

40. Why does audio feedback work? “Audio is emerging as a key area of development in meeting the individual needs of an increasingly diverse range of learners” (Audio Supported Enhanced Learning project) http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/asel.aspx (accessed 30 April 2010)

41. Why does audio feedback work? “Providing feedback in different media reinforces the message and gives students a more personal learning experience” Leeds Metropolitan University (2009) Making assessment a learning experience. Available from http://www.jisc.ac.uk/media/documents/programmes/elearningp (Accessed 30 April 2010)

42. Why does audio feedback work? “Non-verbal elements of recorded feedback – emphasis, intonation and humour – coupled with the familiarity of the tutor’s voice are invaluable” Leeds Metropolitan University (2009) Making assessment a learning experience. Available from http://www.jisc.ac.uk/media/documents/programmes/elearningp (Accessed 30 April 2010)

43. Why feedback? “Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as perception that much of their feedback is irrelevant to future assignments.” Handley, Karen and Williams, Lindsay (2009) ‘From copying to learning: using exemplars to engage students with assessment criteria and feedback’ Assessment & Evaluation in Higher Education, First published on: 02 October 2009 (iFirst)

44. Recording Excellence Learning & Teaching Enhancement Award University of Hertfordshire