Video-based feedback on student assessment: scarily personal

Henderson, Michael; Phillips, Michael

doi:10.14742/ajet.1878

Cited by 121 publications

(178 citation statements)

References 28 publications

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“…I liked the way she gives feedback and I waited for other videos." This finding is consistent with Henderson and Phillips (2015)'s study in which participants reported initial anxiety about playing screencast videos. Likewise, Matsumura and Hann (2004) found that computer anxiety can hinder the use of e-feedback.…”

Section: Disadvantages Of Screencastingsupporting

confidence: 91%

“…The analysis of data from the third stand revealed that more direct and indirect feedback was given on essays when using traditional written feedback than in audio format. Henderson and Phillips (2015) explored the attitudes of 126 undergraduate and postgraduate students towards receiving video-based assessment feedback on their assignments. The findings of the questionnaire showed that the majority of students felt positively towards veedback over text-based forms.…”

Section: Related Studiesmentioning

confidence: 99%

“…I paused and made immediate revisions." Henderson and Phillips (2015) pinpointed that seeing the instructor's face and listening to his voice made students felt the feedback to be "real", "honest" and "authentic".…”

Section: Multimodal and Availablementioning

confidence: 99%

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Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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Section: Disadvantages Of Screencastingsupporting

confidence: 91%

Section: Related Studiesmentioning

confidence: 99%

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Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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“…This is particularly important for creative disciplines such as design, where assessment focuses on multifaceted aspects of visual and physical artefacts that may lend themselves to subjective, and potentially ambiguous, feedback. Videos have been linked to Media Richness Theory (see Henderson & Phillips ; Borup et al . ) proposed by Daft & Lengel (), which suggests that complex issues are best conveyed through rich media to reduce ambiguity.…”

Section: Exploring Video Feedbackmentioning

confidence: 99%

Transforming Feedback: An Application Framework for Group Feedback Videos in Design

Brown¹,

Fridman²

2019

Int J Art Design Ed

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This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.

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“…Videos for instructional teaching and demonstrations have been used for many years (Fortman & Battino, 1990) and videos are starting to be used for assessment feedback (Parton, Crain-Dorough & Hancock, 2010, Henderson & Phillips, 2015. There is however minimal literature that describes the use of student produced videos as an alternate form of assessment.…”

Section: Introductionmentioning

confidence: 99%

Student Produced Videos - An Innovative and Creative Approach to Assessment

Speed

Lucarelli²,

Macaulay³

2018

IJHE

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The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation. This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming/photographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.

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Video-based feedback on student assessment: scarily personal

Cited by 121 publications

References 28 publications

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Transforming Feedback: An Application Framework for Group Feedback Videos in Design

Student Produced Videos - An Innovative and Creative Approach to Assessment

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