An investigation into traditional forms of assessment feedback vs Multimedia feedback case studying Cardiff Metropolitan University students

Abstract

Assessment feedback is a crucial part of students’ learning, however with the increase of student numbers in Higher Education resulting in teachers’ workload increasing, assessment feedback dissatisfaction levels are still at a high. Traditional forms of feedback such as written are suffering in quality due to time constraints with teachers, this is also affecting the ability for teachers to provide individual face to face feedback with students. The aim of this paper is to assess and compare traditional forms and multimedia forms of assessment feedback to identify their advantages and disadvantages for teachers and students, and to identify if multimedia forms of feedback would could help improve student satisfaction with assessment feedback. This paper reports on 9 Cardiff Metropolitan University students who received video feedback which was provided by their teacher, and data from 50 students was collected using an online questionnaire. The findings confirm that multimedia forms of feedback are capable of being produced and distributed to students in a timely manner like that of traditional written feedback, and provides the in-depth and detailed feedback that students want. Though several weaknesses and concerns are presented for the multimedia forms of feedback in the literature review. This paper concludes with suggestions for future research.