Towards A Framework for the use of Video as Summative Assessment Feedback to Address the Specialised Pedagogical Requirements of Teaching Computing

Authors: Atfield-Cutts, S.

Conference: BU 9th Annual SciTech Postgraduate Conference and Poster Presentation 2017

Dates: 1 May 2017

Place of Publication: Bournemouth University


Higher Education (HE) professionals are always chasing the ultimate learning experience for their students. When teaching Computer programming, there are additional obstacles to overcome that don’t exist in other disciplines, such as, mentally associating real world objects to how virtual objects are defined in code. According to empirical evidence elicited from three cohorts of computing students, assessment feedback by screencast video is augments the student experience The addition of audio improves the student experience, with criticism nuanced to soften the blow of a poor mark, or the conversational style and tone can build rapport between student and staff. A greater volume of feedback can be generated in the same time it takes to write. Time is not saved, as staff use the opportunity to include greater depth and detail. Video offers the student easy reference to their individual piece of work and enables greater opportunity for demonstration. Programming code can be demonstrated to highlight errors, and, following a walkthrough of amendments, to demonstrate a suitable solution. References to objects in code improves understanding.

Use of video feedback is usual, in fields involving interaction or physical performance. In other subject areas, the use of video as feedback is, as yet, uncommon. The work of others in this field covers group work, generic feedback and trials. This may be one of the first studies individual personalised feedback to a sizeable number of first year undergraduate students taking Computer Programming, or any other academic subject, for every assessment submitted on the unit.

Source: Manual