Utilizing Audio-Visual feedback to improve attainment and assessment satisfaction: student and staff perceptions
Concurrent Session 7
Feedback is an essential part of the learner experience. In a ubiquitous world of digitisation can audio-visual feedback improve student attainment and satisfaction levels? Find out how AV feedback has been introduced at the University of Glasgow!
At the beginning of the academic year 2015/16, the College of Social Sciences at the University of Glasgow, continued to build upon a pilot that was undertaken in previous academic year 2014/15 of returning Audio-Visual (AV) feedback to students. This project has trained over 40 staff members across 5 school and over 200 students have received video feedback to date. As part of the research we investigated whether or not AV feedback has had an impact on student attainment, by comparing performance improvement in a medium sized (80) student cohort following traditional and AV feedback respectively. The method of delivery consisted of the student uploading their assignment to Moodle assignment allowing the academic to then use Camtasia, screen capturing software, to record a portion of the screen which showed the students’ submission while providing audio feedback and capturing on screen annotations to the assignment.
Feedback is a fundamental indicator of student satisfaction in the National Student Survey (NSS), and is seen as an important indicator of teaching quality by the Quality Assurance Agency (QAA) (Hyde, 2013) - both are UK bod. It is evident that student evaluation whether of courses, teaching quality or the overall student experience, is extremely important and has a significant role to play in the quality assurance process (Biggs, 1999; Brown, 1999; Gibbs, 1999; Hyland, 2000). Many investigations on students’ experiences and perceptions of feedback indicated that a large number of students would read and value their teachers or tutors' comments and desire feedback providing them much more than “correct answers” (Higgins, Hartley, Skelton, 2001). Prince et al.(2010) research into how students perceived feedback found that students were critical on the feedback they were given, mainly due to illegible handwriting, poor tone or general vagueness of comments.
This presentation will explore three key elements:
1. Why and how we introduced AV feedback
2. Exploration of student and staff data results
3. Future plans and discussion as to how you can introduce AV feedback in your cirriculum
Delegates who attend will be able to apply this knowledge to their own pratice and easily share with colleagues.
Biggs, J. B. (2011). Teaching for quality learning at university: What the student does, McGrawHill Education (UK).
Brown, S. (1999). "Institutional strategies for assessment." Assessment matters in higher education: Choosing and using diverse approaches: 313.
Gibbs, G. (1999). "Using Assessment Strategically to Change the Way Students." Assessment matters in higher education: 41.
Higgins, R., et al. (2002). "The conscientious consumer: reconsidering the role of assessment feedback in student learning." Studies in higher education 27(1): 5364.
Hyland, P. (2000). "Learning from feedback on assessment." The practice of university history teaching: 233247.
Price, M, Handley, K, Millar, J and O'Donovan, B (2010) Feedback: all that effort, but what is the effect? Assessment & Evaluation in Higher Education, vol 35, no 3, pp 277289