Development and validation of a taxonomy to guide practitioners in the use of video feedback.

Abstract

This research was motivated by observing the lack of student engagement with assessment feedback on a first year undergraduate computer programming unit. The thesis includes background information regarding current trends and issues in Higher Education assessment and feedback, a review of current literature on video feedback, and the method selection process which resulted in an overarching design science structure, encompassing case studies, implemented in an action research context. A related pair of taxonomies were developed from the literature, and validated both in practice and by experts. These were designed to aid both best practice for academic staff involved in setting up systems to produce and distribute video feedback, and researchers, when choosing which details to include in studies and papers on video feedback. By including recommended information, the connection between practice context, and perceptions, can be observed, thus maximising the contribution to best practice for the global research community, as media formats and technologies evolve.