This article outlines an approach to formative assessment that stresses the need for feedback dialogues. Although screencasting is not mentioned, Nicol's sets out a view of formative feedback situations which would benefit from the personal and detailed nature of screencasts as an additional mode of feedback delivery.
This is a summary of a paper by Kerr and McLaughlin (2008), constituting one of the earliest reports of screencast feedback use, with clear identification of its advantages in terms of the student perception.
(2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education: Vol. 38, No. 6, pp. 698-712. doi: 10.1080/02602938.2012.691462
Bill Soden's insight:
This article does not make specific reference to screencast feedback, but is important in terms of its argument for an approach to feedback that emphasises student response to feedback and the need to design the curriculum to allow a more dialogic form of feedback to take place.
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