Digital Video Feedback and Labs – The students like it, why don’t you?

 

Alp E. Oran

Tested Studies in Laboratory Teaching, 2018, Volume 39

Abstract

I conducted a mini-workshop with the intent of demonstrating the merits of digital video feedback over traditional hand-written or text-based methods of assessment, for example, of lab reports, research proposals, and/or oral presentations. Using a session that I developed for science high school teachers-in-training at the University of Ottawa, participants of this workshop learned about digital audio-video (AV) feedback. In my students’ opinions (supported by post-hoc interviews) AV feedback is superior in both quality and quantity to traditional hand-written or typed feedback. Using a free software (Screencast-o-matic(tm)) suite that creates non-searchable and secure content, students can view and review their assessments with their personal devices at any time so long as they have an internet connection. Finally, although I recommend it as an assessment strategy for educators, participants in this workshop also recommended it as an option for peer-assessment.

Keywords:  formative assessment, science, audio-video feedback, summative assessment, undergraduate

University of Wisconsin, Madison (2017)