Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio

Abstract

Hadlow College is part of the Mixed Economy Group (MEG): approximately 40 Colleges, which are seeking to provide effective support to higher education (HE) students within further education (FE) institutions. As part of this commitment we have been studying how to improve the quality of our HE formative feedback for written assignments and posters. We are conscious of existing research within higher education institutions (HEIs) to overhaul formative assessment and feedback practices: e.g. the Re-engineering Assessment Practices (REAP) project at the Universities of Glasgow and Glasgow Caledonian (see Nicol and Macfarlane-Dick, 2006). In that research seven principles of good feedback practice had been identified: (i) clarify what good performance is; (ii) facilitate self-assessment; (iii) deliver high quality feedback information; (iv) encourage teacher and peer dialogue; (v) encourage positive motivation and self-esteem; (vi) provide opportunities to close the gap, and; (vii) use feedback to improve teaching. We wanted to find a tool that would allow the use of screen capture and audio to increase feedback options for HE students at Hadlow College.