Feeling feedback: screencasting assessment feedback for tutor and student well-being

Abstract

ABSTRACT Assessment feedback in higher education has the potential to have an impact on the well-being of both tutors and students: tutors feel their feedback workloads, while students often engage emotionally as well as cognitively with their feedback. Relatively little is written about the effects of feedback practice on tutor and student well-being. This study examined law tutors’ feedback values and practices within the shifting contexts of higher education, and findings suggest that tutors experience professional tensions between their feedback values and practice. In response to this, the study also examined both tutors’ and students’ perceptions of the use of audio-visual feedback. The findings indicate that tutors may save time in providing their feedback in this way, and that students welcomed the relational dimensions of the medium, as well as asserting positive impacts on their feedback engagement. The findings are significant in that they offer a response to growing feedback demands which can threaten tutor well-being, as well as offering socio-affective feedback affordances for students.