Skip to main content
Impact Journal Logo
login

Listen and Respond: evaluating the use of audio feedback

Written by: Amy Fancourt
9 min read
It has long been recognised that feedback has a very valuable role to play in overall pupil progress and achievement (Hattie and Clark, 2018; Hattie, 1999). However, questions around how best to deliver feedback to students remain. One of the biggest challenges facing teachers is continuous management of workload, and marking has been identified as one of the most time-consuming activities that teachers undertake (DfE, 2015). Ensuring that marking and accompanying feedback are delivered in the most time-efficient and effective way can help to control this workload whilst still maintaining a positive impact on pupil outcomes. We aimed to investigate the effectiveness of audio feedback as an alternative mode of delivering feedback to A-level psychology students. Research has shown that feedback is most effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trials (see Hattie and Clark, 2018; Kluger and DeNisi, 1

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.

This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.

      0 0 votes
      Please Rate this content
      0 Comments
      Oldest
      Newest Most Voted
      Inline Feedbacks
      View all comments

      From this issue

      Issue 8: Cognition and Learning

      Spring 2020

      Impact Articles on the same themes

      Abstract microscopic photography of a Graphics Processing Unit in rainbow colors.

      From the editor

      Author(s): Cat Scutt
      Two digitally illustrated green playing cards on a white background, with the letters A and I in capitals and lowercase calligraphy over modified photographs of human mouths in profile.

      Using GenAI: What do teachers really need to know?

      Author(s): Hannah Owen
      Three groups of icons representing people have shapes travelling between them and a page in the middle of the image. The page is a simple rectangle with straight lines representing data. The shapes traveling towards the page are irregular and in squiggly bands.

      Teachers’ use of ChatGPT in lesson preparation can save time

      Author(s): Helen Poet and Katherine Aston
      Building blocks are overlayed with digital squares that highlight people living their day-to-day lives through windows. Some of the squares are accompanied by cursors.

      Utilising AI and emerging technologies to support learners with autism

      Author(s): Craig Lomas and Geoff Baker
      Several small cartoon representations of people are linked by brown handdrawn lines representing a network.

      AI tutoring: Bridging the educational disadvantage gap

      Author(s): Mark Leswell
      A hand-drawn sketch in coloured pens depicts a small uniform row of houses at the bottom of the picture. From each of the houses, 0s and 1s representing digital data are floating up in plumes which look like smoke from the chimneys of the houses; but these are not uniform: they represent the different types of data from each house.

      Generative AI in the classroom: Challenging the digital native assumptions of student proficiency with artificial intelligence tools

      Author(s): Sam Lovatt
      An image of multiple 3D shapes representing speech bubbles in a sequence, with broken up fragments of text within them.

      Inclusive education in the age of AI: Adaptive teaching strategies using ChatGPT

      Author(s): Anna Chatwin
      An Escher-like structure depicting the concept of AI model collapse. The image features a swirling, labyrinthine design, representing a recursive loop where algorithms feed on their own generated synthetic data. Elements of digital clutter and noise are interwoven throughout, highlighting the chaotic nature of the internet increasingly populated by AI-generated content. The visual metaphor of a Uroboros, a snake eating its own tail, symbolizes the self-referential cycle of AI training on its own outputs.

      Student engagement in effective AI use: Prompt engineering and individualised learning

      Author(s): Michael Spiers
      A grey building is seen as in a 3D plan against a bright red background. 0s and 1s represent data streaming out of the windows and gaps in the roof.

      Barton Peveril Sixth Form College’s journey with artificial intelligence and development of AI agents

      Author(s): Chris Loveday
      Seventeen multicoloured post-it notes are roughly positioned in a strip shape on a white board. Each one of them has a hand drawn sketch in pen on them, answering the prompt on one of the post-it notes "AI is...." The sketches are all very different, some are patterns representing data, some are cartoons, some show drawings of things like data centres, or stick figure drawings of the people involved.

      Early research themes for teaching about AI

      Author(s): Jane Waite
      Chartered College of Teaching Crest
      Facebook Twitter Instagram Linkedin
      © 2025 The Chartered College of Teaching
      Impact Submission Guidelines
      Impact Peer Review Process
      Impact Editorial Board
      About
      Privacy Policy
      Terms of use
      Accessibility Information

      Pears Pavillion
      Corum Campus
      41 Brunswick Square
      London
      WC1N 1AZ

      hello@chartered.college
      020 3433 7624