Pages

Wednesday, January 07, 2015

Students gain more from video-recorded presentations

Video As someone who's currently struggling to organize 300 student oral presentations (though my colleagues are performing heroic tasks), I'm  attracted to the idea that video recording presentations is of high feed-forward value to students. Is this finally a good reason to spend all that money on "lecture" capture technology?

I need to try this. Maybe on a smaller cohort than 300 to start with though...


Karen Murphy & Shane Barry. Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education 06 Jan 2015 doi: 10.1080/02602938.2014.996206
Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.







1 comment:

  1. Why not record 'em all and get the cohort of 300-odd to group assess them in overlapping batches of 5-10 each?

    ReplyDelete