Student Perceptions of Screencast Video Feedback for Summative Assessment Tasks in the Creative Arts

Abstract

This chapter evaluates the use of screencast video feedback for summative assessment tasks in the creative arts and analyzes the advantages and disadvantages of such a format when compared to traditional feedback techniques. In 2017, in the second-year course Narrative Animation at the University of South Australia, video feedback was trialed for summative assessment tasks, in an attempt to improve students' understanding of their academic performance. Thirty-seven students participated in the course and received a five-minute feedback video for each of their three submissions. The video feedback provided to students during the course was evaluated at the end of the semester in the form of two online surveys, allowing participating students with the opportunity to critically reflect on the learning experience. The findings of the study disseminate the learning benefits afforded by the video feedback model and provide insight into the varying attitudes of both students and staff.