This post by Martin Compton from UCL was originally posted here https://blogs.gre.ac.uk/glt/2020/09/29/digital-assessment-feedback/
The typical child will learn to listen first, then talk, then read, then write. In life, most of us tend to use these abilities proportionately in roughly the same order: listen most, speak next most, read next most frequently and write the least. Yet in educational assessment and feedback, and especially in higher education (HE), we value writing above all else. After writing comes reading, then speaking and the least assessed is listening. In other words, we value most what we use least. I realise this is a huge generalisation and that there are nuances and arguments to be had around this, but it is the broad principle and tendencies here that I am interested in. Given the ways in which technology makes such things as recording and sharing audio and video much easier than even a few years ago (i.e. tools that provide opportunity to favour speaking and listening), it is perhaps surprising how conservative we are in HE when it comes to changing assessment and feedback practices. We are, though, at the threshold of an opportunity whereby our increased dependency on technology, the necessarily changing relationships we are all experiencing due to the ongoing implications of Covid-19 and the inclusive, access and pedagogic affordances of the digital mean we may finally be at a stage where change is inevitable and inexorable.