The purpose of this study was to determine if teachers are currently providing screencast video feedback for students as a means of formative assessment while they develop digital content. If this approach was already in place, the benefits of the practice were explored to support existing research on the method. If they did not use the prerecorded screencast feedback, obstacles and perceptions were investigated to determine if there are any potential solutions to overcoming them, so the practice may be considered. This was an explanatory sequential mixed methods research study prepared for teachers representing Grades 5-12 in New Jersey's public school sector. The quantitative phase of research included a survey of 266 participants from which data were analyzed. Several questions were targeted to the self-regulated learning (SRL) model to determine if teachers support student autonomy and self-directed learning via formative assessment. Support of the SRL approach may impact a teacher's decision on whether to provide more opportunities for digital content creation and allow student revisions in the work production cycle which could be made according to feedback received. After the survey, an interview was conducted with 20 subjects; their responses from the survey data aided in guiding the interviews. During the interviews, the researcher identified how screencasting is used, which was then applied to the SAMR model. As teachers have begun to apply screencasting technology within the higher levels of the model, providing video feedback using this method may be found more effective than traditional feedback methods. Research results suggested that of the teachers surveyed, almost 30% in the state have not tried screencasting software to date and for those who have, many obstacles were preventing teachers from utilizing the software for the purpose of formative assessment. Access to screencasting software, training in usage and support for formative assessment practices, as well as consideration and problem solving of obstacles will aid teachers in implementing the method. When video feedback for formative assessment of digital content is more routinely practiced, a more complete understanding of the effectiveness of the approach can be considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]