Student feedback via screen capture digital video: stimulating student’s modified action

A new technique of providing assessment feedback to students is demonstrated via a case study of MBA and undergraduate students. The feedback method uses inexpensive and widely available screen capture digital video technology; it gives the student an impression of being present during the marking process. In addition it enables the tutor to provide a richer range of feedback. For example the tutor can annotate and correct as with traditional methods; demonstrate step-by-step answer formulation; algorithms; show the solution, alternative answers, etc. Primary data was collected from target groups of students and from tutor reflection on using the new feedback medium. Results from a mixed qualitative and quantitative approach in this descriptive-exploratory study suggest that (a) this medium has advantages over traditional methods of communicating feedback, (b) that students enjoy this new form of feedback, and (c) that this encourages them to engage with and learn from the tutor assessment of answers, rather than concentrating only on obtaining marks. It seems that this generation of students find the medium a close fit with other forms of communication they are used to in their technology enriched lives. Feedback via screen capture digital video takes engagement of the two parties, tutor and student, to a higher level of effective communication and helps stimulate students to continually improve and modify action. We have found that the formative assessment feedback mechanism in this case study, even though it is not a dialogue and is asynchronous, does encourage greater student engagement with feedback than prior methods of annotation on student submitted work.

[1]  Improving web-based instruction: using action research to enhance distance learning instruction , 2004 .

[2]  A. Astin,et al.  Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. American Council on Education/Macmillan Series on Higher Education. , 1991 .

[3]  Steve Feyl,et al.  Applying the Seven Principles for Good Practice in Undergraduate Education: Improving Research Writing Skills in a Writing-Emphasis Health Counseling Course , 2004 .

[4]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[5]  R. W. Kulhavy,et al.  Feedback in written instruction: The place of response certitude , 1989 .

[6]  Philip. Race,et al.  The Lecturer's Toolkit: A practical guide to assessment, learning and teaching , 2014 .

[7]  Keith S. Taber,et al.  Making learning happen: a guide for post-compulsory education , 2014 .

[8]  K. Charmaz,et al.  20 GROUNDED THEORY IN THE 21 5 T CENTURY Applications for Advancing Social justice Studies , 2010 .

[9]  A. Booth,et al.  The practice of university history teaching , 2001 .

[10]  R. Stake.  Qualitative Case Studies. , 2005 .

[11]  D. Laurillard.  Rethinking University Teaching in the Digital Age , 2002 .

[12]  Anne Campbell,et al.  Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice , 2010 .

[13]  A. Mutch.  Exploring the Practice of Feedback to Students , 2003 .

[14]  Janice Orrell,et al.  Feedback on learning achievement: rhetoric and reality , 2006 .

[15]  Shoichi Matsumura,et al.  Computer Anxiety and Students' Preferred Feedback Methods in EFL Writing. , 2004 .

[16]  D. Nicol,et al.  Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice , 2006 .

[17]  Eric Zhi-Feng Liu,et al.  Web-based peer assessment: feedback for students with various thinking-styles , 2001, J. Comput. Assist. Learn..

[18]  Title Feedback on second language students ' writing , 2006 .

[19]  Diana Laurillard.  Evaluating learning designs through the formal representation of learning patterns. Powerpoint presentation , 2009 .

[20]  Ken Hyland,et al.  Feedback on second language students' writing , 2006, Language Teaching.

[21]  Elisabeth Dunne,et al.  Audio and screen visual feedback to support student learning , 2009 .

[22]  W. Olsen,et al.  Triangulation in Social Research: Qualitative and Quantitative Methods Can Really Be Mixed , 2004 .

[23]  Diana Laurillard,et al.  Evaluating Learning Designs through the Formal Representation of Pedagogical Patterns , 2011 .

[24]  R. Higgins,et al.  The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning , 2002 .

[25]  M. Weaver,et al.  Do students value feedback? Student perceptions of tutors’ written responses , 2006 .

[26]  Kirsti Ala-Mutka,et al.  A Survey of Automated Assessment Approaches for Programming Assignments , 2005, Comput. Sci. Educ..

[27]  A. Chickering,et al.  Applying the Seven Principles for Good Practice in Under graduate Education , 1991 .

[28]  John T. E. Richardson,et al.  Student Learning: Research in Education and Cognitive Psychology , 1987 .

[29]  Leigh N. Wood,et al.  What feedback do students want , 2008 .

[30]  Mike Johnson.  Enhancing learning, teaching, assessment and curriculum in higher education - By Veronica Bamber et al , 2010, Br. J. Educ. Technol..

[31]  James Hartley,et al.  Qualitative and Quantitative Methods in Research on Essay Writing: No One Way , 2000 .

[32]  Caroline V. Gipps,et al.  What is the role for ICT-based assessment in universities? , 2005 .