Enhancing assessment feedback with audio, video and screencast technologies
Wednesday, March 20 1:45 PM-2:15 PM
Feedback is arguably the most important component of an instructional process. However written feedback on assessment is often ambiguous and unhelpful. This paper reports on the use of video, audio and screencast technologies by 13 high school teachers to provide detailed, personalized and clear feedback on student assessment. A subsequent survey of 261 school students indicated the majority preferred the audio visual feedback, reporting that it was more individualized, detailed, clear, useful and caring. The results also indicate that, in comparison with written feedback, students were more likely to report that they knew what they needed to do to improve in the future, and that they were more confident that they could achieve it. It is proposed these effects are enabled by the media, but explained by the structure of the feedback design coupled with media richness theory. However, there is no silicon bullet, the data also reveals a number of concerns for future research.