3. Recording Excellence

4. Nicole Duplain School of Humanities

6. Language delivery & assessment

7. Taught sessions Language delivery & assessment

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

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

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

11. Directed & independent learning Formal assessment Taught sessions Feedback

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

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

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

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

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

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

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

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

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

21. Aims & objectives

22. 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 Recording Excellence aimed to:

23. 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 With the following key objectives:

24. Implementation

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

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

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

28. ‣ 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 ‣ Calendar of tasks & project guidelines ‣ Audio feedback with diagnosis of errors ‣ Individually negotiated action plans ‣ Student exchange recordings & action plans ‣ ‘Student-tutors’ feedback comments ‣ 20% semester B summative oral test ‣ Assess student progress against action plans & specific set criteria ‣ Feedback on oral test & project ‣ Students reflect on outcomes, evaluate performance & draw action plan for further studies ‣ Provide evidence of work & progress ObjectiveAction

29. Outcomes

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

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

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

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

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

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. Directed & independent learning “Could have done without the extra work - but it was worth it!” “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”

40. “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) http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/asel.aspx Why does audio feedback work?

41. “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) http://www.jisc.ac.uk/media/documents/programmes/elearningp

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) http://www.jisc.ac.uk/media/documents/programmes/elearningp

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