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Student perceptions of screencast feedback on mathematics assessment

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journal contribution
posted on 26.01.2016, 14:55 authored by Mike Robinson, Birgit Loch, Tony Croft
Although feedback is a very important component of assessment in higher education, there is substantial evidence that students view traditional methods of feedback as deficient in a number of respects. In this paper we explore how students perceive generic feedback on a mathematics assignment provided via screencasts. Our study is based on a Differential Equations module taught to first and second year students at a United Kingdom university. Our analysis of a student survey of this novel approach to feedback indicates that some students prefer screencast feedback to written feedback for a number of reasons: it is perceived to be more personal, it provides a richer experience than handwritten comments, it can be accessed anytime and replayed and paused as needed, it assists with learning how to communicate mathematics and it helps develop mathematical thinking skills. In fact, we show that this form of feedback is effective according to Sadler’s (Instructional Science 18:119–144, 1989) definition of effective feedback.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Research in Undergraduate Mathematics Education

Volume

1

Issue

3

Pages

363 - 385

Citation

ROBINSON, M., LOCH, B. and CROFT, T., 2015. Student perceptions of screencast feedback on mathematics assessment. International Journal of Research in Undergraduate Mathematics Education, 1(3), pp. 363-385.

Publisher

© Springer

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

The final publication is available at Springer via http://dx.doi.org/10.1007/s40753-015-0018-6

ISSN

2198-9745

eISSN

2198-9753

Language

en

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