Student experiences of live synchronised video feedback in formative assessment

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.

KEYWORDS:

• Video feedback
• formative assessment
• reflective practice

Disclosure statement

No potential conflict of interest was reported by the author(s).