Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Murphy, Karen; Barry, Shane

doi:10.1080/02602938.2014.996206

Cited by 41 publications

(38 citation statements)

References 41 publications

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“…We regard video feedback as desirable because of its potential value in engaging students and promoting generalised learning (Murphy and Barry, 2015).…”

Section: Issues In Feedbackmentioning

confidence: 99%

“…Feedback in the module is informed by discussions of self-regulated learning (Butler and Winne, 1995;Cassidy, 2011;Zimmerman and Schunk, 2011), student motivation (Hattie and Timperly, 2007;Hoskins and Newstead, 2009;Price et al 2010) and the use of video (Fukkink et al, 2011;Murphy and Barry, 2015). It is also influenced by concepts of formative assessment both in general (Higgins et al, 2002;Shute, 2008;Scaife and Wellington, 2010) and in self-regulated learning (Nicol and Macfarlane-Dick, 2006;Beaumont et al, 2011;Clark, 2012).…”

Section: Issues In Feedbackmentioning

confidence: 99%

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What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

Leger

Kenjegalieva

Katsiampa

et al. 2015

Assessment & Evaluation in Higher Education

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We evaluate feedback methods for oral presentations used in training nonquantitative research skills (literature review and various associated tasks).Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing 'best practice' feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes. It seems unlikely that a single 'best practice' form of feedback could ever be identified, since this would inevitably vary across different learning situations, but there do seem to be some recognised conditions for effective feedback (Gibbs and Simpson, 2004). For non-assessed oral presentations in particular, we start from the premise that effective feedback should involve peer-and tutor-feedback, with opportunities for extensive in-class discussion and self-reflection. It should be face-to-face (one-to-one where appropriate), clearly targeted, engaging for students and student-centred but authoritative where necessary (from highly-experienced tutors).Providing such feedback is very resource-intensive, so we compared learning outcomes for two 'second best' formative feedback regimes of different resourceintensity -video plus summary verbal feedback vs. video plus extended verbal feedback. The summary and extended feedback took about one minute and five minutes respectively. We asked students to evaluate their feedback regimes via a questionnaire, because we were concerned that brief feedback might reduce students' motivation for learning in the context of our module.Our results suggest that learning outcomes need not be compromised by more efficient use of resources and they raise interesting issues about students' perceptions of feedback and how it might be delivered. The paper also adds to the literature on the active learning of skills in oral presentation and literature review.In the remaining sections we outline the essential features of feedback in the module and justify the particular comparison under review. We describe the nature and purpose of the oral presentations, the feedback methods and students' evaluations, and we provide an analysis of outcomes. Issues in FeedbackThe module (Leger and Sirichand, 2015) providing the context for this paper has been designed with reference to theor...

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“…We regard video feedback as desirable because of its potential value in engaging students and promoting generalised learning (Murphy and Barry, 2015).…”

Section: Issues In Feedbackmentioning

confidence: 99%

Section: Issues In Feedbackmentioning

confidence: 99%

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

Leger

Kenjegalieva

Katsiampa

et al. 2015

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…Many believe desensitisation via repeated exposure to presentations may help reduce anxiety related to public speaking in the long-term (Behnke & Sawyer, 2000). Additionally, valid feedback that can facilitate learning and increase self-esteem should also play a role in increasing confidence in this important skill (Murphy and Barry (2015), and authors there-in).…”

Section: Introductionmentioning

confidence: 99%

“…In traditional oral assessment arrangements, staff often provide verbal or written feedback (an 'external source'; Schmidt & Wrisberg, 2001 in Murphy & Barry, 2015). However, more recently there has been a growing body of research highlighting the role of peer assessment in providing feedback (De Grez et al, 2010;Falchikov, 2005;Ritchie, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…In addition to these external sources, the student themselves (an 'internal source'; Schmidt & Wrisberg, 2001in Murphy & Barry, 2015 could also act as a reliable and provocative feedback source. Unfortunately, students are often unable to witness their own performance and are therefore unable to add their own feedback or to link it to any assessor feedback provided.…”

Section: Introductionmentioning

confidence: 99%

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Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

Simpson

Holden

Merrick

et al. 2019

Higher Education Pedagogies

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Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation's transience and empower a student's selfanalysis. During 2016-17 a new 1st year module, 'Core Skills in Biochemistry', was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues' judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within 'Core Skills', and laid the foundation for further innovations currently being trialled.

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Video Feedback and Feedforward

Dowrick

Azizah

2020

Encyclopedia of Autism Spectrum Disorders

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Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Cited by 41 publications

References 41 publications

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

Video Feedback and Feedforward

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