'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback
Edited book (chapter)
Chapter Title | 'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback |
---|---|
Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 2177 |
Book Title | Technology-enhanced formative assessment practices in higher education |
Authors | Cain, Melissa (Author) and Fanshawe, Melissa (Author) |
Editors | Dann, Christopher Ewart and O'Neill, Shirley |
Page Range | 1-19 |
Series | Advances in Higher Education and Professional Development Book Series |
Chapter Number | 1 |
Number of Pages | 19 |
Year | 2020 |
Publisher | IGI Global |
Place of Publication | United States |
ISBN | 9781799804260 |
9781799804277 | |
Digital Object Identifier (DOI) | https://doi.org/10.4018/978-1-7998-0426-0.ch001 |
Web Address (URL) | https://www.irma-international.org/chapter/talk-to-me/232894/ |
Abstract | As educators, we aim for students to seek, identify, and utilize a range of feedback to gain an understanding of their present performance in relation to learning goals, and ultimately to identify and use tools to close the gap between present and desired performance. We strive for all students to be their 'own first assessors'—intelligent deciders—and develop the independence to self-assess the quality of their own work when they leave higher education institutions and enter the workforce. For students with a print disability such as vision impairment or blindness, traditional forms of feedback may not be successful in providing the information they need to close the gap. The most important issue for these students is access to feedback and agency in the feedback conversation. It is incumbent on higher education educators to find ways to provide equity of access to the provision and reception of feedback for all students. As such, this chapter explores ways for providing feedback to students with a vision impairment to ensure they are able to contextualize and utilize the feedback to improve learning outcomes. This is achieved by aligning the use of mobile technologies and audio feedback with the key principles of connectivism—autonomy, connectedness, diversity, and openness—to provide educators with recommendations. |
Keywords | vision impairment, blind, disability, education, higher education, feedback |
ANZSRC Field of Research 2020 | 390303. Higher education |
390411. Special education and disability | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Australian Catholic University |
School of Education | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q56zv/-talk-to-me-empowering-students-with-a-vision-impairment-through-audio-e-assessment-feedback
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