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Use multimedia for assessment and feedback

Difficult concepts and complex issues can be more easily conveyed through multimedia than just images or written text alone, especially when you may be limited by space or word limits, such as in the margins of essays or marking rubrics.

When used appropriately, assessment and feedback using multimedia can be more individualised and personalised, supportive, caring and motivating; clear, detailed and unambiguous; prompting of reflection and constructive.

Video can be used to provide more context or information for assignments by articulating clearly what you expect from students.
Recommendations
- You can enrich your assessment description with existing resources from Youtube, or explainer videos.
- If your assessment has a rubric, display it on screen as you talk through what achieving a High Distinction in each criteria might look like.
- You may choose to show an example of student work from previous years and talk through what qualities you are looking for in student work that will achieve/result in a high mark. This may help students to conceptualise more clearly the assessment task. Make sure to get permission from the student and remove any identifying information.
Example
Peter Wagstaff and Angela introduce an assessment task for MKF1120.
Credits
Peter Wagstaff, Lecturer, Department of Marketing
Angela Cruz, Senior Lecturer, Department of Marketing

Student assignments

Student created videos are shown to support engagement and creativity while also accommodating students with different learning styles and abilities. Students can create multimedia as a part of an assignment, which can be structured or scaffolded across several weeks/topics, conducted individually or in groups. For video assignments, it is recommended that you use Panopto. For more information, go to Use Panopto for video assignments.

Possible scenarios include
Case study	Students construct their own understanding of concepts and information, recording a presentation talking to camera accompanied by a screen recording of their slides.
Group presentation	Students can collaborate and develop a video on a specific topic, presenting in a ‘conference-style’ panel as a part of a group.
Demonstration	A recording of a demonstration of practical skills, for example language skills, a process or performance.

Recommendations

Provide sufficient instructions and resources for students to complete the required activity, including clear instructions for how to record and upload their assignment. You can share with students the LearnHQ resource: Video assessments.
Consider whether you want peer review to be a part of the student assignment. By default, videos submitted to your unit’s Panopto Assignment folder will not allow students to view each other's work.
Keep in mind the time and effort it takes to create multimedia. Is what you are requiring of the student within a reasonable scope and skill level? Does the weighting of the learning activity reflect the time and effort that will be required?
Make sure you have a clear understanding of what you intend to assess in student video assignments. Include clarification on whether the quality of video presentation, technical skills will be marked.

Examples

In MKF1120 students are asked to produce a one second video that shows “the essence of marketing” in groups. These videos are then spliced together and presented back to the class, feeding forward to the next assessment task. Students are required to collaborate and analyse and, on viewing the video, reflect.

Credits

Peter Wagstaff, Lecturer, Department of Marketing
Angela Cruz, Senior Lecturer, Department of Marketing

Post-class consolidation with the aim of reviewing content and resolving common misconceptions can substitute one on one consultations. You can use them to address issues from the previous week that students struggle with, which can be informed by polling students or by your own observation.
Recommendations
- Gather feedback and questions from students using polling tools after class.
- Write down the mistakes students get wrong, for example the top 20 most common mistakes in an exam, and then clarify the mistakes. This helps students to learn from their own and their peers' mistakes indirectly.
Example
This example was filmed in a Microstudio.
Credits
Michelle Lazarus, Associate Professor (Education Focused), Anatomy & Developmental Biology

Video and audio feedback

Video and audio are powerful tools in providing personalised and focused feedback. They provide the opportunity to talk through a student’s individual assignment, point by point, or provide broader constructive comments that will strengthen students’ understanding of the field and their performance in future assessment tasks (Ryan et al. 2019).

There are a number of strategies that you can use to implement video and audio feedback into your teaching. For more information, view the feedback guide.

Recommendations

View the suggested guidelines for structuring your video feedback.
Combine your video feedback with screen capture and annotation of student work so your feedback can be highly specific.
Speak directly to the camera and use the student’s name to personalise your feedback.
Students can be highly sensitive to tone of voice and body language. If you are in a bad mood, consider putting off recording feedback for another time.

How to create video feedback

Video feedback can be used to provide an overall feedback video or individual assignment feedback. You can use screen capture to reference the student’s assignment directly, providing clarity and context for your feedback. There are a number of ways that you could provide video feedback.

Provide a direct link to feedback	You can record general or specific assessment feedback by starting a Zoom meeting with just yourself and recording to the Zoom cloud. Once you have ended the Zoom meeting, your recording will be processed and you will receive an email with the link to the recording which you can send directly to students.
From the Moodle assignment grader	You can record feedback inside of the Moodle assignment grading page in the feedback comments section. You can use the video or audio icon, but it is recommended that you use Panopto to record video feedback. For more information, go to Creating video feedback for students.

Example

Credits

Michael Henderson, Professor of Digital Futures, Faculty of Education
Assoc. Professor Michael Phillips, Senior Lecturer, Faculty of Education

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Learning and Teaching: Teach HQ

Learning and Teaching: Teach HQ

Use multimedia for assessment and feedback

Recommendations

Example

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Examples

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How to create video feedback

Example

Credits

Your feedback matters