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JISC Video assessment session.pptx

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JISC Video assessment session.pptx

  1. 1. Use of Video Annotation Software in Assessment & Feedback Graeme Knowles Head of Education Innovation WMG
  2. 2. Introduction WMG, University of Warwick • Part of University of Warwick • Mix of: • Full & Part-Time Masters Programmes (UK) • Full and Part-Time Undergraduate Programmes (UK) • Degree Apprenticeships • Overseas Programmes • Wide variety of engineering and management courses
  3. 3. Context • Group working is a key part of teaching & assessment at WMG • Up to 30% of module mark is typically group work
  4. 4. More Context • High stakes feedback • Only after submission for summative assessment • Stressful • Students focused on outcome not improvement • Staff focused on justification of marks • Detailed feedback usually verbal and transient • Lots of effort for minimal impact
  5. 5. Thinking Process • Embed video assessment & feedback as piloted during the pandemic • Less stressful and more equitable • Use this to enhance reflection and learning • Targeted and detailed feedback • Enduring resource which can be used for improvement • Opportunity to demonstrate learning by embedding formative feed-forward loop • Don’t create additional burden on staff • Evaluate impact • Chose GoReact as it was tried and tested • Easy to use for both staff and students • Good links to Moodle etc.
  6. 6. Set up • Frame as a learning tool • Not just an assessment tool • Feed-forward approach • Final feedback incorporates demonstrated learning • Marks specifically allocated to how well feedback had been used • Use a clear rubric to underpin comments • Had been less formal than for written work • Students need to understand why marks are allocated
  7. 7. We’re listening • Student (and staff) were very positive: • “I would recommend this approach” (100%) • “My learning was deepened by reviewing feedback on my video” (96%) • “I found it easier to reflect on my team’s progress by reviewing our recording” (92%) n = 55
  8. 8. Moving Forward • Rolling out the approach • Degree Apprenticeships have a particular need • Incorporating peer elements to enhance reflective element • Annotation software enhances this • Fuller evaluation • Beyond self- reported benefits • Self efficacy is the current focus • Support for staff in the transition • Pedagogic & technical
  9. 9. Learning • Feedback incorporating video annotation cand improve reflection not just feedback quality • Ease of use is paramount • Using feed-forward embeds learning • Use a clear rubric • Students like personalised feedback

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