Posted by:

Dr Michael Henderson and Dr Michael Phillips

On the back of much discussion around the value of assessment and feedback, CRADLE hosted a very informative session with Dr Henderson from Monash University on May 27th.  The session focussed on providing not only effective feedback, but ways to provide that feedback in an engaging way that if open, informative and provides opportunities for students to see how they can improve into the future.

In essence, Dr Henderson was promoting the notion that feedback to students needs to be something that the student can “act upon”.  Dr Henderson has been using multi-modal feedback mechanisms for some 8 years and has learnt that the more natural the communication style, the more effective the message is.  Students have provided feedback to Dr Henderson and his team that implies it is not the setting or the fluency of the feedback that matters but how genuine the communication style is, that is important to them.

Here is a summary of “Scarily personal: assessment feedback via video, audio, and screencast technologies”.

What should feedback include?

  • it should be timely
  • Clear
  • Educative
  • Proportionate – not too much and take too long for you as a teacher to prepare or for you as a student to process
  • Locate student’s performance
  • Emphasise task performance
  • Provide an opportunity for open dialogue
  • Be sensitive to the individual

Multimodal feedback affords:

  • greater feedback
  • Is faster to complete, once you have your systems worked out
  • A clearer meaning for the students
  • More individualised messages
  • A stronger feeling of connectedness between you and your learners


There are a variety of products that can be used to record your multimodal feedback




Audacity CloudDeakin VideoNote TinyTake
SoundCloud WebCam Jing
Mobil Apps MovieMaker Screenflow
  iMovie Adobe Presenter
  Mobile Apps Explain Everything


Feedback should contain the following elements:

  • Salutation
  • Relational work
  • Goal of the recording
  • Evaluation summary
  • Textual issues
  • Commenting on the substance of the assignment with an emphasis on feed forward
  • Valedictory and invitation to respond or continue the conversation

My ah-ha moment!

The best tip that I picked up was to develop a colour coding system for yourself.  Create a legend that you can provide to the students as well.  Use these colours to mark up the assessment rather than writing comments. Then when you are providing your feedback, you can either refer students to the section on the page through the audio, or using a screencast, actually demonstrate to the students what you are referring to.  This is a faster method than actually typing out the feedback.

BCEL BCEL Learning Innovations BCEL Faculty of Business and Law BCEL LI BCEL FBL BCEL Deakin Deakin University Deakin Faculty of Business and Law Deakin Business and Law Deakin Business Deakin Law Learning Innovations LI Deakin LI Building Capacity for Enhanced Learning Deakin University Building Capacity for Enhanced Learning Building Capacity for Enhanced Learning Learning Innovations Building Capacity for Enhanced Learning Faculty of Business and Law Building Capacity for Enhanced Learning BCEL Building Capacity for Enhanced Learning LI Building Capacity for Enhanced Learning Deakin Building Capacity for Enhanced Learning Building Capacity for Enhanced Learning Building Capacity for Enhanced Learning Building Capacity for Enhanced Learning Building Capacity for Enhanced Learning