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Analysing feedback on written assignments to produce reusable audiovisual feedback

Drozynska, Anna, Hill, Pat, Jabbar, Abdul, Ireland, Chris and Woods, Philip (2013) Analysing feedback on written assignments to produce reusable audiovisual feedback. In: Teaching Writing Across Languages and Cultures, 7th Conference of the European Association for the Teaching of Academic Writing, 27-29 June 2013, Central European University, Budapest, Hungary. (Submitted)

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Students should expect helpful feedback on their writing which feeds into their future submissions. Cree (2010) explains that feedback often advises students that there is a problem but that a solution is not always provided. The provision of audiovisual feedback can overcome this by providing clarification immediately. This caters for students who may not have otherwise followed up on feedback and for those who may prefer information presented audiovisually. It therefore accounts for varied learning preferences and may be particularly helpful for those who are studying in a second language. The main benefits to tutors are in the time saved in the production of feedback and the potential increase in feedback accessibility. The presentation reports on a project which aims to create a set of reusable audiovisual items on common feedback topics. The project draws on the contributions of Cree (2010), by producing reusable items containing audiovisual feedback, and Ellis (2011), by determining how frequently types of feedback have previously been given on written assignments. The presentation will demonstrate some audiovisuals produced during the project and is likely to be of interest for anyone who gives feedback electronically.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Assessment, Feedback, Screencasting
Subjects: L Education > L Education (General)
Schools: Huddersfield Business School
Huddersfield Business School > Business Education Research Group
Related URLs:
References: Brick, B and Holmes, J. (2008) ‘Using Screen Capture Software for Student Feedback.' In: Klinshuk, D. Sampson, G., Spector, J.M., Isaias, P., and Ifenthaler, D. (eds.) Cognition and Exploratory Leaning in Digital Age: Proceedings of the IADIS CELDA 2008 Conference, Freiburg, Germany: 339-342. Available from: [Accessed 1 November 2012]. Brookhart, S. (2008) Types of Feedback and Their Purposes. Alexandria, VA, USA: Association for Supervision & Curriculum Development.� Cree, A. (2010) “Efficiently delivering rich detailed multimedia feedback to students using an easy to use combination of Camtasia studio and Microsoft software”. In: BMAF Annual Conference 2010. Assessment & Assessment Standards: Challenges for Business Education, 20 - 21 April 2010, Newcastle Marriott Gosforth Park, Newcastle upon Tyne. Available from: [Accessed 2 November 2012]. Ellis, C. (2011) The Benefits of using GradeMark [Screencast]. iParadigms Europe. Available at: [Accessed on 06/02/2012].   National Student Forum, Annual Report 2009. Available at: [Accessed 30 October 2012]. NUS (2010). Charter on Feedback and Assessment. Available at: [Accessed 30 October 2012]. Turnitin (2012) From the Margins: What Instructors Say on Student Papers. Available at: [Accessed 30 October 2012]. University of Huddersfield (2012) We’re in the top ten of National Student Survey AGAIN! [Accessed 30 October 2012].
Depositing User: Chris Ireland
Date Deposited: 04 Jul 2013 14:49
Last Modified: 28 Aug 2021 19:52


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