The use of Screen Recorders for Assessment and Learning of Data Analysis

Abstract

For their first assignment on a Year 1 research design and analysis module, 145 undergraduate psychology students used screen capture software, Windows Media Encoder, to produce short narrated movies of themselves conducting a statistical analysis exercise. As anticipated, the submitted movie files proved to be more informative of students' statistical understanding than were traditional pen and paper methods, betraying weaknesses in their statistical thinking. This led to an average 14% drop in marks awarded in comparison to pen and paper groups, but served to discriminate ability across a cohort more effectively and allow for more useful feedback. Feedback questionnaires completed by the students at the end of the module revealed the new assessment method had increased their engagement with the assignment, and improved confidence and competence in conducting statistical analysis. The results are interpreted as providing promising initial support for the method. Psychological factors considered to contribute to the effectiveness of the method, plus further potential applications across the psychology curriculum, are discussed.