Can you hear me now?
Concurrent Session 9
This session will demonstrate how to use screencasting technology to improve the way higher education students receive their feedback. Utilizing this method will reduce professor workload while increasing specificity and timliness of feedback to students.
The ongoing trend in research regarding feedback has been to explore quantitative assessment. Garnering support more recently is qualitative narrative feedback in support of formative assessment. This type of feedback offers insight into expectations as well as offers additional knowledge gained. It enables students to improve their performance with its timeliness and clarity. Research in the area of oral feedback for college students as a more effective formative assessment and tool for learning is needed. This study examined the effects of oral feedback on the students in four undergraduate courses at a public university in Florida. 68 students were recruited to consent to participate. A quasi-experimental, nonequivalent control groups, pretest/posttest factorial design was planned but a Mann Whitney U-test was ultimately employed due to a failed assumption.
During this presentation an example of comments prepared from a student work sample will be shared. Attendees will be asked to consider what score they believe the student received based solely on the comments received and report their results using a Socrative account. Afterwards, attendees will be given the opportunity to listen to a recording of feedback from the same professor on the same work sample to compare and contrast the resulting impression of the feedback received. Following this demonstration, results will be shared from the research conducted on this topic. Concluding the session will be a quick demonstration of how to use Jing for screen casting feedback.