Making Student Voice Meaningful: New Assessment Criteria for Digital Voice Reflections
Reflection is an important part of higher education and is often used in the curriculum as a formational tool for teaching subject matter and for the development of professionalism. As technology has progressed, pedagogy in higher education should consider the use of multimedia forms such as recorded speech for student reflective assignment creation and submission. In this presentation, we will report our study investigating what unique vocal elements instructors consider important for assessment, and based on the study we will introduce new assessment criteria to make digital voice reflections meaningful. We conducted a cross-sectional survey with 60 instructors and used a mixed-methods design incorporating descriptive statistical analysis of quantitative data taken from the survey and grounded theory analysis of qualitative responses to supplement the statistical findings.