L. Oakley, O. McCabe

Manchester Metropolitan University (UNITED KINGDOM)
The National student survey was first introduced in 2005 in the UK and has become an important mechanism in identifying and evaluating the experience of undergraduate students for Higher education institutions. In 2014 just 72% of students said they were satisfied with assessment and feedback practices nationally, thus prompting HE institutions to prioritise this aspect of teaching and learning. Traditional means of providing feedback are often considered dated by students with an abundant digital literacy who have an expectation of engagement with e-learning practices at undergraduate level. In response to this national context and internal feedback from undergraduate students Oakley and McCabe have enhanced the way assessment briefs, lecture materials and feedback are delivered and have integrated the use of screencast technology alongside traditional methods to provide greater depth of explanations to students (Falconer et al.,2009). This research evaluates the impact of using screencasts as part of an enhanced strategy for the delivery of assessment information and feedback to students studying undergraduate courses in an interdisciplinary department.

In the study students from a number of subject areas Abuse, Childhood and Youth, Outdoor Studies and Sociology evaluated the impact of verbal, online and paper assessment briefs. Oakley and McCabe identify key issues from their research these are -confidence levels in assignment preparation and clarity of assignment criteria, comprehension of feedback and the use of this feedback in developing strategies for future assignment preparation. The paper will provide reflections on the use of screencast technology utilising the research undertaken, it will also detail some of the challenges such technology presents.