I use screencasts as the primary means of providing feedback to students with learning disabilities. This allowed the student to see why his paper received the score that it did, as well as hear my sympathetic tone, softening the moment and providing some encouragement. I clearly highlighted several passages where his work remained weak, then visually connected these with specific standards spelled out in the rubric. To provide him with feedback, I decided to use a screencast. Unfortunately, the revision remained mediocre. A student who was a diligent worker and an aspiring English teacher, revised a project in hopes of earning a higher score. I recently had such a situation in my freshmen literature course. The ability to visually match a student’s paper with the rubric and to explain my reasoning for a grade is especially valuable when the situation is sensitive – for instance, when a student receives a low score despite working hard work on an assignment.
Match passages of a student paper with the grading rubric.But even when students’ work is finished, screencasts still play a role in assessment their visual nature makes them a valuable part of summative assessment as well.ĭuring grading, I often use screencasts to: Screencasts offer the potential for the precise, descriptive feedback students need to make effective changes in their work.
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Thanks to the screencast, the student was able to literally see what she was doing wrong as a writer and how to improve it, allowing her to make the changes she needed to tighten up her writing. I highlighted several examples of wordiness, and then, referring to these examples, described several causes of wordiness in her writing and demonstrated possible ways to cut down on the wordiness. Rather than leaving inscrutable advice in the margins, I created a screencast. Although she was a top-notch student, she had a wordy, convoluted writing style.
I now use screencasts to assess this work. Like most writing teachers, I regularly collect and comment on partial or incomplete copies of student work, such as an outline or a rough draft. Since then, I have come to rely on screencasts during both formative and summative assessment. Inspired, I started using screencasts the following semester to comment on writing submitted in my face-to-face courses. My instructor used screencasts to comment on my work.
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I first encountered screencasts as a feedback tool several years ago in an online course I was taking for professional development.
I have therefore turned to a technological solution: screencasts. In the one-inch margins of a printed paper there’s barely enough space to write a few brief words of advice or critique, let alone provide descriptive and meaningful feedback. Yet I face a real challenge in providing it consistently. I work hard to provide such feedback, especially since I am convinced that it plays a key role in helping students learn to write. In the context of my field, freshmen composition, this means that meaningful feedback involves first describing to a student the strengths and weaknesses of her rhetoric and style, then explaining how those strengths and weaknesses affect my ability to follow and be persuaded by her paper. Rather, meaningful feedback is descriptive, “play back” the student’s performance and connecting it to the learning outcomes of the course. Meaningful feedback, he suggests, is much more than assigning a grade or even offering recommendations for improvement. As a new teacher, one of the resources I found most helpful in shaping my grading practices was Grant Wiggins’s advice on feedback and assessment.
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