Student Experiences of Live Synchronised Video Feedback in Formative Assessment

Autor/inn/en	Wilkie, Brett; Liefeith, Andreas
Titel	Student Experiences of Live Synchronised Video Feedback in Formative Assessment
Quelle	In: Teaching in Higher Education, 27 (2022) 3, S.403-416 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkie, Brett) ORCID (Liefeith, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1725879
Schlagwörter	Instructional Effectiveness; Feedback (Response); Formative Evaluation; Coaching (Performance); Video Technology; Undergraduate Students; Physical Education; Teaching Methods; Asynchronous Communication; Student Evaluation; Team Sports; Athletic Coaches; Student Attitudes; Learner Engagement + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Mannschaftssport; Schülerverhalten
Abstract	Effective student feedback is a central issue in higher education and has been closely aligned to satisfaction and overall experience. Technology-enabled models of feedback may have the capacity to overcome some of the limitations that previously made high quality feedback on formative tasks challenging or impractical. This study adopted live synchronised video feedback incorporating digital video recordings of student performance in assessment activities with real-time, synthesised, synchronous tutor audio feedback. Almost 300 unique incidences of technology-enabled feedback on formative assessment were provided during an undergraduate Physical Education and Sports Coaching module. Thematic analysis of group interviews revealed the availability of engaging feedback, the positive impact of technology, and the facilitation of reflective practice as overarching themes. Employment of this feedback strategy enabled the realisation of high quality, frequent, effective, sustainable feedback that positively impacted on students' experiences of formative assessments leading to their perceived development as learners and reflective practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01