Evaluating written, audio and video feedback in higher education summative assessment tasks

摘要: This paper evaluates various feedback models utilised for summative assessment tasks tertiary digital media students at the University of South Australia in Australia. The aim this research project was to establish advantages and disadvantages each technique, determine which model provided with more insight into their academic performance. In first half 2014, course Design Language Media Arts, three different were trialled: written feedback; audio video feedback. 77 year participated learning experiment where a major assignments course. techniques evaluated end semester form an online survey, participating opportunity critically reflect on experience. findings study are discussed light growing use non-traditional measures higher education, provide model, from both student staff perspectives.