A reflection of using Vevox for formative assessment and feedback in foundation and undergraduate psychology lectures

Providing timely and constructive formative feedback in psychology undergraduate lectures can be a challenge for any educator. Large cohorts often increase the expectation for written feedback on submitted work even though this is not always the most practical or efficient way of supporting student learning. Drawing upon experience from an educator within psychology and across multiple modules, this paper offers a reflection on how Vevox has been used to deliver formative assessments and provide immediate formative feedback in both small and large lecture settings. The reflection highlights that Vevox can streamline the delivery of feedback, enhance opportunities for active participation, and allow students to receive instant clarification on their understanding of lecture content. While the paper acknowledges that Vevox may have disadvantages when overused or applied without clear pedagogical purpose, it also demonstrates that the tool can reduce the challenges associated with providing timely feedback to large cohorts. Overall, Vevox was experienced as an efficient and accessible tool that supported the provision of constructive formative feedback and helped create more responsive learning environments in psychology lectures.