Exploring the impact of student-elicited video feedback on evaluative judgement: an online case study

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.