I use SRES to ‘smarten up’ the use of my time as a lecturer and coordinator by taking attendance and providing students with assessment feedback. I also use it to try and connect with students individually when it is not always possible face to face in a large scale elective. Also, to welcome students to a course and wrap up at the conclusion as well.
It helps to solve:
- student dissatisfaction with quantity of assessment feedback
- providing personalised feedback
- feeling of being unknown in a large group
- feeling that effort in assessments is underappreciated by educators
- keeping communication ongoing
- identifying students at risk of AF grades early on in semester
- taking attendance for 20-35 concurrent tutorials when paper based rolls would make tutors cry.
Using previous stats from assessment feedback provided directly to SRES, >60% of students appreciate personalised assessment feedback. Taking attendance in tutorials using this system is congruent with students’ love of using technology and they adapt to it very quickly without grisling.