Welcome to the InfoSci Platform
Reference Hub5
Video Capture for Grading: Multimodal Feedback and the Millennial Student

Video Capture for Grading: Multimodal Feedback and the Millennial Student

Elizabeth J. Vincelette
Copyright: © 2013 |Pages: 21
ISBN13: 9781466639621|ISBN10: 1466639628|EISBN13: 9781466639638
DOI: 10.4018/978-1-4666-3962-1.ch008
Cite Chapter Cite Chapter

MLA

Vincelette, Elizabeth J. "Video Capture for Grading: Multimodal Feedback and the Millennial Student." Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture, edited by Ellen G. Smyth and John X. Volker, IGI Global, 2013, pp. 107-127. https://doi.org/10.4018/978-1-4666-3962-1.ch008

APA

Vincelette, E. J. (2013). Video Capture for Grading: Multimodal Feedback and the Millennial Student. In E. Smyth & J. Volker (Eds.), Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture (pp. 107-127). IGI Global. https://doi.org/10.4018/978-1-4666-3962-1.ch008

Chicago

Vincelette, Elizabeth J. "Video Capture for Grading: Multimodal Feedback and the Millennial Student." In Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture, edited by Ellen G. Smyth and John X. Volker, 107-127. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3962-1.ch008

Export Reference

Mendeley
Favorite

Abstract

This chapter addresses students’ preference for screencast assessment over traditional paper or digital text-based comments. Screencast assessment allows for asynchronous audio and visual commenting on student papers using screencast software. A pilot study using a qualitative approach has indicated that students prefer screencast assessment because of its multimodality and its ability to make the instructor’s thought process while grading transparent. Multimodality involves multisensory and multimedia approaches, which can broaden student understanding of teacher feedback. The screencast, because of its multimodality, enhances students’ understanding of the instructor’s thought process and reasoning. Because of the suggestion that students prefer this sort of feedback, the pilot study warrants a larger scale project in order to investigate the student preference for this feedback and whether the method leads to improvement in student performance.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.