International Society for Exploring Teaching and Learning
School of Education
While feedback has been highlighted as the most powerful influence on student achievement, Weaver (2006) noted that up to 40% of tertiary students lack confidence in their feedback and many students express dissatisfaction with this aspect of their student experience (Rodway-Dyer, Dunne, & Newcombe, 2009). Chasms remain between academic feedback and student feed forward outputs, as research suggests that feedback is undervalued by “unresponsive” tertiary students due to misunderstanding, inconsistencies and lack of clarity, and that feedback is not as effective as staff imagine. This paper explores student and staff perceptions of a video feedback model for tertiary institutions. Each student received feedback in the form of an individualized video which was made available online, thus mirroring the established course assessment processes. A mixed methodology study revealed a mass preference for video feedback, with participants noting that video feedback personalized assessment processes and enhanced understanding. In excess of 90% of students rated video feedback as more valuable than written feedback, with 74% completely understanding the feedback provided by the marker, showing that technology may “provide the innovative edge that can help students engage more effectively with their feedback” (Crook et al., 2012, p. 387).
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