SOLSTICE Conference 2015

4th & 5th June 2015

Using screen recording to enhance assessment feedback

Dr Charles Rawding Edge Hill University

Structure of the presentation.

1.a brief initial discussion of the technologies involved and how they can be used.

2.a demonstration of how they have been used with the Secondary Geography PGCE

3. the findings of a survey of the cohort will be shared to evaluate student response to this form of assessment.

Press ‘Play’

Sample MP4 here.

Student responses to assessment using screen-casting

13 out of the 15 indicated that they preferred screen-casting.

What aspects of screen recording do you like?’

10 students made specific reference to the nature of the feedback they received, particularly focusing on the amount of feedback, its detailed nature and the personalised nature of that feedback. ‘talking through the essay feels like in a meeting discussing work.’

It was also felt that the feedback was much clearer in terms of the possibilities for personal improvement in any subsequent submissions (7 students).

What aspects of screen recording do you not like?

5 students indicated that having to listen to the feedback was more unnerving than receiving written feedback 3 students indicated a preference for some form of written feedback. 1 student also expressed a concern relating to lack of internet / computer access (presumably having found out on their phone that the assignment was waiting for them !) Only 9 of the 15 identified any negatives in relation to screen-casting.

In what ways do you think screen recording is more effective than conventional marking?

10 students again commented on the nature, quality, quantity or personalisation of the feedback. 7 students indicated that they felt the process was quicker.5 students stated that the feedback would assist them with future assignments, including:

‘going through the piece of work step by step allows for a greater opportunity to improve your work if resubmitting. I found it helps me to be more critical of my work and has helped me improve my writing style.’

In what ways do you think screen recording is less effective than conventional marking?

Only 6 students commented. 2 commented on their preference for some form of hard copy.3 commented on aspects of the technology – ‘the way the filming jumps through the essay – it can be difficult to see what it is referring to specifically’’2 commented on the need for appropriate, reliable technology.

Concluding thoughts. The process is quicker –a saving of about 5 minutes per script while at the same time providing more feedback to students than with conventional marking.

Students have been extremely positive about the approach.

In the light of students’ comments, I now advise them to open the file on half of the screen with their original script opened to the other half of the screen, thereby mitigating the valid criticism that my feedback jumps from one part to the next.

I have also started commenting on each section in sequence – even if this is only to say ‘that section’s ok’ – this provides an element of continuity through the essay which was probably not there when I first started using the technology.