500 Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 22 DOI: 10.4018/978-1-7998-0246-4.ch022 ABSTRACT In this chapter, the author will investigate the use of screencasting as a multimedia feedback tool in two classes— a college level introduction to literature class, and a computers across the curriculum class geared towards K-12 preservice teachers. After situating the concepts of modeling and feedback strate- gies within seminal and contemporary scholarships, the author will provide a practical and anecdotal narrative of the uses of screencasting as an assessment tool within the frame of literacy pedagogies. In identifying the ways in which screencasting (video feedback) can be leveraged to enhance personalized instruction, the author will examine: 1) how technology can be used as a literacy practice; and 2) how a teacher preparation professor can model the practice of technology as a literacy for assessment purposes. INTRODUCTION The difficulty in teaching coursework in higher education continues to be, in addition to motivation and access, the struggle to build a positive relationship and trust between instructor and student. As Couros (2015) noted in The Innovator’s Mindset—50 years ago teaching was about relationships, and 50 years from now it will continue to be so. These relationships are particularly important when assessing student work—without a trusting relationship, students may find detailed and critical feedback overwhelming. First Generation College Students (FGCS)—those who are the first in their families to attend college (Wiggins, 2011)—could benefit from these relationships in particular. These students tend to come to college with a.) little experience in college-level and online coursework and b.) insecurity in their writing skill (Wiggins, 2011). In this chapter, the author will identify the ways in which she has built relation- Humanizing Online Assessment: Screencasting as a Multimedia Feedback Tool for First Generation College Students Katie Rybakova Thomas College, USA